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iDo Texas! © 2006-Revised Edition 2015splashpublications.com

On behalf of Splash! Publications, we would like to welcome you to Do Texas! Since the curriculum was designed by teachers, we are positive that you will fi nd it to be a very comprehensive program for teaching students about Texas. We would like to take a few moments to familiarize you with the program.

THE FORMATDo Texas! is a two-book set consisting of a Teacher’s Edition and a Teacher’s Resource. The Teacher’s Edition contains all of the student information pages. The Teacher’s Resource includes all of the activities for the curriculum. Our goal is a curriculum that you can use the very fi rst day you receive our materials. No lessons to plan, comprehension questions to write, activities to create, or vocabulary words to defi ne. Simply open the book and start teaching.

Do Texas! is divided into four sections. The fi rst section covers United States and Texas Geography, followed by Texas’s Wildlife, Texas’s History, and Texas’s Government and Economy. Each of the 36 lessons requires students to complete vocabulary cards, read about a Texas topic, and complete a comprehension and language skills activity that will expose them to various standardized test formats. In addition, each lesson includes a balanced mix of lower and higher level activities for students to complete. Vocabulary quizzes, mapping, graphing, puzzles, research, writing, time lines, and following directions are the types of activities that will help students learn more about Texas. Whether they’re designing a travel brochure, constructing a Native American dwelling, graphing the egg laying habits of Texas’s birds, or writing about their adventures as a soldier in the Mexican War, your students will marvel at the rich heritage, beauty, and constant activity that Texas has to offer them.

THE LESSON PLANSOn the next several pages, you will fi nd the Lesson Plans for the entire curriculum. When you need to make copies of the student information pages, we have listed the page numbers and the initials T.E. for Teacher’s Edition. Likewise, when you need to make copies of the activities, we have listed the page numbers and initials T.R. for Teacher’s Resource. The answers and grading rubrics for all activities, quizzes, and comprehension questions are located in the back of the Teacher’s Resource Book.

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TEXAS ESSENTIAL KNOWLEDGE AND SKILLS IN SOCIAL STUDIESDo Texas! was designed in alignment with the Texas Essential Knowledge and Skills in Social Studies. These standards serve as a framework for Texas’s Social Studies curricula by providing student performance expectations in the areas of History; Geography; Economics; Government; Citizenship; Culture; Science, Technology and Society; and Social Studies Skills. The lesson plans on the following pages clearly list the TEKS standards and how they correlate with each lesson and activity.

OTHER CONTENT AREASDo Texas! integrates Social Studies content and other areas of the elementary curriculum. You will fi nd that most of the activities in the Teacher’s Resource focus not only on Social Studies content, but on Reading, Math, Language, Science, and Art as well.

THE VOCABULARYMany of the student information pages in the Teacher’s Edition feature words in bold type. We have included a Glossary on pages 135-147 of your Teacher’s Edition to help students pronounce and defi ne the words. Unlike a dictionary, the defi nitions in the Glossary are concise and written in context at a fourth grade level. Remember, we’re teachers! Students will be exposed to these vocabulary words in the Comprehension activities. They will also be tested on the vocabulary words during each of the four sections.

Students will be responsible for fi lling out and studying the vocabulary cards. You may want to have students bring in a small box for storing their vocabulary cards. We don’t have to tell you that incorporating these words into your Reading, Language, and Spelling programs will save time and make the words more meaningful for students.

THE COPYRIGHTRevised Edition, 2015Text Copyright © 2006 by SPLASH! Publications, Glendale ArizonaIllustration Copyright © 2006 by SPLASH! Publications, Glendale ArizonaAll rights reserved. No part of this publication may be reproduced or transmitted in any form by any means, electronic or mechanical, including photocopy, recording, or any information storage or retrieval system without permission in written form from the authors except for those pages in the Teacher’s Edition and Teacher’s Resource. Pages in the Teacher’s Edition and Teacher’s Resource books may be reproduced by the original purchaser only for use in the original purchaser’s classroom and may not be sold or used for purposes other than those specifi cally permitted by the authors.

Illustrations and cover design by Victoria J. Smith

ISBN 0-9768397-4-1

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TEACHER’S EDITION

LESSONS AT A GLANCE

GEOGRAPHY .............................................................................................................................v WILDLIFE ..............................................................................................................................xiii HISTORY ............................................................................................................................ xviii GOVERNMENT AND ECONOMY ..............................................................................................xxvi

GEOGRAPHY

LESSON ONE: THE NORTHEAST REGION .................................................................................... 1 LESSON TWO: THE MIDDLE WEST REGION ................................................................................ 3 LESSON THREE: THE SOUTHEAST REGION ................................................................................. 5 LESSON FOUR: THE SOUTHWEST REGION ................................................................................... 7 LESSON FIVE: THE WEST REGION .............................................................................................. 9 LESSON SIX: REGIONS OF TEXAS ..............................................................................................11 LESSON SEVEN: WATER RESOURCES......................................................................................... 14 LESSON EIGHT: POINTS OF INTEREST ........................................................................................ 18 WILDLIFE

LESSON ONE: THE ANIMAL KINGDOM .................................................................................... 27 LESSON TWO: VERTEBRATES .................................................................................................... 30 LESSON THREE: INVERTEBRATES ............................................................................................... 33 LESSON FOUR: LARGE MAMMALS ........................................................................................... 36 LESSON FIVE: SMALL MAMMALS ............................................................................................. 41 LESSON SIX: BIRDS .................................................................................................................. 46 LESSON SEVEN: FISH AND REPTILES ......................................................................................... 52 LESSON EIGHT: AMPHIBIANS ................................................................................................... 55 LESSON NINE: ARTHROPODS ................................................................................................... 58

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TEACHER’S EDITION (CONTINUED)

HISTORY LESSON ONE: FIRST PEOPLE .....................................................................................................63 LESSON TWO: EXPLORERS IN TEXAS ..........................................................................................68 LESSON THREE: SPANISH MISSIONS ..........................................................................................74 LESSON FOUR: AMERICANS IN TEXAS .......................................................................................77 LESSON FIVE: THE TEXAS REVOLUTION ....................................................................................81 LESSON SIX: THE REPUBLIC OF TEXAS ......................................................................................84 LESSON SEVEN: STATEHOOD .....................................................................................................89 LESSON EIGHT: THE CIVIL WAR ..............................................................................................93 GOVERNMENT AND ECONOMY

LESSON ONE: THE UNITED STATES CONSTITUTION ...................................................................97 LESSON TWO: THE BILL OF RIGHTS ........................................................................................100 LESSON THREE: GOVERNMENT ...............................................................................................102 LESSON FOUR: CITIZENSHIP ....................................................................................................106 LESSON FIVE: TRIBAL GOVERNMENTS .....................................................................................108 LESSON SIX: PEOPLE IN TEXAS ................................................................................................ 111 LESSON SEVEN: ECONOMY .....................................................................................................115 LESSON EIGHT: TEXAS’S EARLY ECONOMY ..............................................................................118 LESSON NINE: THE GREAT DEPRESSION .................................................................................122 LESSON TEN: WORLD WAR II ................................................................................................125 LESSON ELEVEN: TEXAS TODAY ..............................................................................................131

GLOSSARY ...................................................................................................................................135BIBLIOGRAPHY .........................................................................................................................148

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GEOGRAPHY

1. Before reading the Northeast Region, students will: • complete Vocabulary Cards for borders, capital, capitol, colonists, constitution, economy, exhibits, factories, granite, Great Britain, historians, independence, invented, manufacturing, Pilgrims, preserve, refuge, regions, resort, resources, Revolutionary War, technology, wilderness. (pg. 1 T.R.) After reading the Northeast Region (pps. 1-2 T.E.), students will:

• answer the Northeast Region Reading Comprehension Questions. (pg. 2 T.R.) • complete Northeast Regions discussion questions. (pg. 3 T.R.) • use cardinal and intermediate directions to plot points of interest on a New England states map. (pps. 4-7 T.R.) • use latitude/longitude to plot points of interest on a Middle Atlantic states map. (pps. 8-12 T.R.)

THE NORTHEAST REGION LESSON IS ALIGNED WITH THESE TEKS:

GEOGRAPHY: 4.6A, 4.7AECONOMICS: 4.13A, 4.13CGOVERNMENT: 4.15CSOCIAL STUDIES SKILLS: 4.21B, 4.21C, 4.21E, 4.22A, 4.22C

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GEOGRAPHY (CONTINUED)

2. Before reading the Middle West Region, students will: • complete Vocabulary Cards for aviation, canals, minerals, petroglyphs. (pg. 1 T.R.) After reading the Middle West Region (pps. 3-4 T.E.), students will:

• answer the Middle West Region Reading Comprehension Questions. (pg. 13 T.R.) • complete discussion questions for the Middle West Region. (pg. 14 T.R.) • use number/letter pairs to plot historic sites on a Great Lakes states map. (pps. 15-17 T.R.) • use a grid system to locate state parks on a Great Plains states map. (pps. 18-20 T.R.) • take a Vocabulary Quiz for Texas Geography Part I. (pps. 21-22 T.R.)

THE MIDDLE WEST REGION LESSON IS ALIGNED WITH THESE TEKS:

GEOGRAPHY: 4.6A, 4.7AECONOMICS: 4.12A, 4.13A, 4.13CSOCIAL STUDIES SKILLS: 4.21B, 4.21C, 4.21E, 4.22A, 4.22C

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3. Before reading the Southeast Region, students will: • complete Vocabulary Cards for Civil War, climate, destructive, industries, island, limestone, military, monument, North America, prehistoric, profi table, straits, tourism, variety, vertical. (pg. 1 T.R.) After reading the Southeast Region (pps. 5-6 T.E.), students will: • answer the Southeast Region Reading Comprehension Questions. (pg. 23 T.R.) • complete discussion questions for the Southeast Region. (pg. 24 T.R.) • use cardinal and intermediate directions to plot points of interest on a Southeast states map. (pps. 25-28 T.R.)

THE SOUTHEAST REGION LESSON IS ALIGNED WITH THESE TEKS:

GEOGRAPHY: 4.6A, 4.7AECONOMICS: 4.13A, 4.13CSOCIAL STUDIES SKILLS: 4.21B, 4.21C, 4.22A, 4.22C

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4. Before reading the Southwest Region, students will: • complete Vocabulary Cards for annual, arid, boundary, endangered, founders, gorge, humid, inhabited, livestock, nuclear, precipitation, pueblo, rodeo, sagebrush, species. (pg. 1 T.R.) After reading the Southwest Region (pps. 7-8 T.E.), students will: • answer the Southwest Region Reading Comprehension Questions. (pg. 29 T.R.) • complete discussion questions for the Southwest Region. (pg. 30 T.R.) • use latitude/longitude to plot points of interest on a Southwest states map. (pps. 31-35 T.R.) • take a Vocabulary Quiz for Texas Geography Part II. (pps. 36-37 T.R.)

THE SOUTHWEST REGION LESSON IS ALIGNED WITH THESE TEKS:

GEOGRAPHY: 4.6A, 4.7AECONOMICS: 4.12A, 4.13A, 4.13BSOCIAL STUDIES SKILLS: 4.21B, 4.21C, 4.21E, 4.22A, 4.22C

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5. Before reading the West Region, students will: • complete Vocabulary Cards for autobiography, biographies, completion, culture, dwellings, erupt, extends, fertile, formations, fossil, geysers, glacier, inlet, legend, mammals, mountainous, reptiles, saloons, theory, transcontinental, treaty, unique, volcanic, weary. (pg. 1 T.R.) After reading the West Region (pps. 9-10 T.E.), students will: • answer the West Region Reading Comprehension Questions. (pg. 38 T.R.) • complete discussion questions for the West Region. (pg. 39 T.R.) • use cardinal and intermediate directions to plot points of interest on a Mountain states map. (pps. 40-44 T.R.) • use number coordinates to plot national parks and monuments on a Pacifi c states map. (pps. 45-47 T.R.) • differentiate between primary and secondary sources. (pg. 48 T.R.) • take a Vocabulary Quiz for Texas Geography Part III. (pps. 49-50 T.R.)

THE WEST REGION LESSON IS ALIGNED WITH THESE TEKS:

GEOGRAPHY: 4.6A, 4.7AECONOMICS: 4.13A, 4.13CSOCIAL STUDIES SKILLS: 4.21A, 4.21B, 4.21C, 4.21E, 4.22A, 4.22CPre

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6. Before reading Regions of Texas, students will: • complete Vocabulary Cards for balconies, barren, basin, elevations, erosion, escarpment, faulting, harvested, irrigation, lagoons, mimic, mohair, panhandle, petroleum, populated, prairie, reservoir, salt marshes, sand bars, sorghum, terrains, tumbleweeds. (pg. 1 T.R.) After reading Regions of Texas (pps. 11-13 T.E.), students will: • answer Regions of Texas Reading Comprehension Questions & complete Language Skills Activity. (pps. 51-52 T.R.) • label and describe each of Texas’s three regions on a Texas map. (pps. 53-55 T.R.) • create a Texas Regions Organizer comparing the geographic regions of Texas with regions of the United States and other parts of the world. (pps. 56-58 T.R.)

THE REGIONS OF TEXAS LESSON IS ALIGNED WITH THESE TEKS:

GEOGRAPHY: 4.6B, 4.7A, 4.7B, 4.7C, 4.8B, 4.8C, 4.9BECONOMICS: 4.12A, 4.12B, 4.13BSOCIAL STUDIES SKILLS: 4.21B, 4.21C, 4.22A, 4.22E

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7. Before reading Water Resources, students will: • complete Vocabulary Cards for bays, channels, environmental, recreation, shallow. (pg. 1 T.R.) After reading Water Resources (pps. 14-17 T.E.), students will: • answer Water Resources Reading Comprehension Questions & complete Language Skills Activity. (pps. 59-60 T.R.) • label Texas’s water resources on Texas maps. (pps. 61-63 T.R.) • take a Vocabulary Quiz for Texas Geography Part IV. (pps. 64-65 T.R.)

THE WATER RESOURCES LESSON IS ALIGNED WITH THESE TEKS:

GEOGRAPHY: 4.6B, 4.8B, 4.8C, 4.9A, 4.9BECONOMICS: 4.12B, 4.13ASOCIAL STUDIES SKILLS: 4.21C, 4.22A, 4.22E

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8. Before reading Points of Interest, students will: • complete Vocabulary Cards for aeronautics, ancient, artifacts, barrier island, cultural, dissolved, domed, dunes, established, evidence, expositions, federal government, fl int, frontier, gondola, Ice Age, missionaries, missions, mounds, native, outlaw, pioneer, quarries, theme, urban, worshipped. (pg. 1 T.R.) After reading Points of Interest (pps. 18-26 T.E.), students will: • answer Points of Interest Reading Comprehension Questions and complete Language Skills Activity. (pps. 66-67 T.R.) • follow written directions to design a Texas Travel Brochure. (pps. 68-77 T.R.) • differentiate between primary and secondary sources. (pg. 78 T.R.) • take a Vocabulary Quiz for Texas Geography Part V. (pps. 79-80 T.R.)

THE POINTS OF INTEREST LESSON IS ALIGNED WITH THESE TEKS:

GEOGRAPHY: 4.8B, 4.9A, 4.9B, 4.9C ECONOMICS: 4.12BCITIZENSHIP: 4.16A, 4.17DSOCIAL STUDIES SKILLS: 4.21A, 4.21B, 4.21C, 4.22A, 4.22EPre

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WILDLIFE

1. Before reading The Animal Kingdom, students will: • complete Vocabulary Cards for burrowing, exoskeletons, fl exible, internal, perch, predators, squid. (pg. 1 T.R.) After reading The Animal Kingdom (pps. 27-29 T.E.), students will:

• answer The Animal Kingdom Reading Comprehension Questions. (pg. 81 T.R.) • create and play the game Adaptation Match-Up. (pps. 82-90 T.R.)

THE ANIMAL KINGDOM LESSON IS ALIGNED WITH THESE TEKS:

SOCIAL STUDIES SKILLS: 4.21B, 4.22A

2. Before reading Vertebrates, students will: • complete Vocabulary Cards for continent, marsupials, prey, rodents, snouts, venomous. (pg. 1 T.R.) After reading Vertebrates (pps. 30-32 T.E.), students will:

• answer Vertebrates Reading Comprehension Questions. (pg. 91 T.R.) • research to create the game Find the Fib. (pps. 92-94 T.R.) NOTE: YOU WILL NEED TO MAKE FOUR COPIES OF PAGE 94 FOR EACH STUDENT.

THE VERTEBRATES LESSON IS ALIGNED WITH THESE TEKS:

SOCIAL STUDIES SKILLS: 4.21A, 4.21B, 4.21C, 4.22A, 4.22E

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WILDLIFE (CONTINUED)

3. Before reading Invertebrates, students will: • complete Vocabulary Cards for recyclers and tentacles. (pg. 1 T.R.) After reading Invertebrates (pps. 33-35 T.E.), students will: • answer Invertebrates Reading Comprehension Questions. (pg. 95 T.R.) • research to fi nd answers to questions in The Riddler. (pps. 96-97 T.R.)

THE INVERTEBRATES LESSON IS ALIGNED WITH THESE TEKS:

SOCIAL STUDIES SKILLS: 4.21B, 4.22A

4. Before reading Large Mammals, students will: • complete Vocabulary Cards for captivity, coast, digest, dorsal, illegal, inactive, yucca. (pg. 1 T.R.) After reading Large Mammals (pps. 36-40 T.E.), students will: • answer Large Mammals Reading Comprehension Questions. (pg. 98 T.R.) • use a graphic organizer to research and complete Mammal Expert’s Journal Part I. (pps. 99-108 T.R.)

THE LARGE MAMMALS LESSON IS ALIGNED WITH THESE TEKS:

GEOGRAPHY: 4.9C SOCIAL STUDIES SKILLS: 4.21B, 4.21C, 4.22A, 4.22D, 4.22E

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5. Before reading Small Mammals, students will: • complete Vocabulary Cards for canine and grubs. (pg. 1 T.R.) After reading Small Mammals (pps. 41-45 T.E), students will: • answer Small Mammals Reading Comprehension Questions. (pg. 109 T.R.) • use a graphic organizer to research and complete Mammal Expert’s Journal Part II. (pps. 110-120 T.R.) • take a Vocabulary Quiz for Texas Wildlife Part I. (pps. 121-122 T.R.)

THE SMALL MAMMALS LESSON IS ALIGNED WITH THESE TEKS:

GEOGRAPHY: 4.9C SOCIAL STUDIES SKILLS: 4.21C, 4.22A, 4.22D, 4.22E

6. Before reading Birds, students will: • complete Vocabulary Cards for aggressive, crests, foothills, habitat, incubating, migrate, nectar, talons, tame. (pg. 1 T.R.) After reading Birds (pps. 46-51 T.E.), students will: • answer Birds Reading Comprehension Questions. (pg. 123 T.R.) • place Texas’s birds in their proper regions on a Texas map. (pps. 124-125 T.R.) • complete the Texas Bird Chart. (pps. 126-127 T.R.) • use the Texas Bird Chart to create a bar graph. (pg. 128 T.R.)

THE BIRDS LESSON IS ALIGNED WITH THESE TEKS:

GEOGRAPHY: 4.6B, 4.9BSOCIAL STUDIES SKILLS: 4.21B, 4.21C, 4.21E, 4.22A, 4.22D

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7. Before reading Fish and Reptiles, students will: • complete Vocabulary Cards for fatal and fi sheries. (pg. 1 T.R.)

After reading Fish and Reptiles (pps. 52-54 T.E.), students will: • answer Fish and Reptiles Reading Comprehension Questions. (pg. 129 T.R.) • research Texas’s fi sh and reptiles to create a Fish and Reptile Circle Chart and Flip Book. (pps. 130-134 T.R.) • use color to complete Mimicry: Coral Snakes and Milk Snakes. (pps. 135-136 T.R.)

THE FISH AND REPTILES LESSON IS ALIGNED WITH THESE TEKS:

GEOGRAPHY: 4.9B, 4.9CSOCIAL STUDIES SKILLS: 4.21B, 4.21C, 4.22A, 4.22D, 4.22E

8. After reading Amphibians (pps. 55-57 T.E.), students will: • answer Amphibians Reading Comprehension Questions. (pg. 137 T.R.) • use number coordinates to complete Grid Math. (pps. 138-140 T.R.)

THE AMPHIBIANS LESSON IS ALIGNED WITH THESE TEKS:

SOCIAL STUDIES SKILLS: 4.21B, 4.21E, 4.22A

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9. Before reading Arthropods, students will: • complete Vocabulary Cards for circular, cocoons, metamorphosis, paralyze, regenerate, reproduce. (pg. 1 T.R.) After reading Arthropods (pps. 58-62 T.E.), students will: • answer Arthropods Reading Comprehension Questions. (pg. 141 T.R.) • create a classifi cation system for Texas’s Animals. (pps. 142-144 T.R.) • take a Vocabulary Quiz for Texas Wildlife Part II. (pg. 145 T.R.)

THE ARTHROPODS LESSON IS ALIGNED WITH THESE TEKS:

GEOGRAPHY: 4.9BSOCIAL STUDIES SKILLS: 4.21B, 4.22A

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HISTORY

1. Before reading First People, students will: • complete Vocabulary Cards for adobe, archaeologists, Asia, bison, carbon dating, ceremonies, customs, descendants, drought, elected, fasting, herds, intruders, mammoths, wigwams. (pg. 1 T.R.) After reading First People (pps. 63-67 T.E.), students will: • answer First People Reading Comprehension Questions. (pg. 146 T.R.) • complete First People Language Skills. (pg. 147 T.R.) • follow written directions to draw a buffalo. (pps. 148-149 T.R.) • follow written directions to construct miniature Pueblo Dwellings. (pps. 150-153 T.R.) • take a Vocabulary Quiz for Texas History Part I. (pg. 154 T.R.)

THE FIRST PEOPLE LESSON IS ALIGNED WITH THESE TEKS:

HISTORY: 4.1A, 4.1B, 4.1C GEOGRAPHY: 4.8C, 4.9A, 4.9BECONOMICS: 4.10AGOVERNMENT: 4.14ASOCIAL STUDIES SKILLS: 4.21B, 4.21C, 4.22A Pre

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HISTORY (CONTINUED)

2. Before reading Explorers in Texas, students will: • complete Vocabulary Cards for agriculture, attaining, blockade, captive, conquered, convinced, defeating, emperor, empire, expand, expedition, fertilized, governor, hoax, priests, province, ransom, recruit, sacrifi ced, sculptures. (pg. 1 T.R.) After reading Explorers in Texas (pps. 68-73 T.E.), students will: • answer Explorers in Texas Reading Comprehension Questions. (pg. 155 T.R.) • complete Explorers in Texas Language Skills. (pg. 156 T.R.) • differentiate between primary and secondary sources. (pg. 157 T.R.) • create a time line for Spanish explorers in Time Travel Part I. (pg. 158 T.R.) • create a personal time line in Time Travel Part II. (pg. 159 T.R.) • use number pairs to complete Explorer Grid Math. (pps. 160-162 T.R.) • take a Vocabulary Quiz for Texas History Part II. (pps. 163-164 T.R.)

THE EXPLORERS IN TEXAS LESSON IS ALIGNED WITH THESE TEKS:

HISTORY: 4.2A, 4.2B GEOGRAPHY: 4.8B, 4.9ASOCIAL STUDIES SKILLS: 4.21A, 4.21C, 4.21E, 4.22A

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HISTORY (CONTINUED)

3. Before reading Spanish Missions, students will: • complete Vocabulary Cards for allies, blacksmithing, carpentry, Catholic, Christianity, citizens, confederacy, construction, donated, epidemic, founded, hostile, kidnapped, masonry, nomadic, orchards, revolt, small pox, tanning, Texas Revolution. (pg. 1 T.R.) After reading Spanish Missions (pps. 74-76 T.E.), students will: • answer Spanish Missions Reading Comprehension Questions. (pg. 165 T.R.) • complete Spanish Missions Language Skills. (pg. 166 T.R.) • complete Discussion Questions for Spanish Missions. (pg. 167 T.R.) • use number coordinates to create a map of Texas’s Spanish missions. (pps. 168-172 T.R.) • research Texas’s Spanish missions to create and play the game Find the Fib. (pps. 173-177 T.R.) Note: You will need to make four copies of page 174, 175, 176, or 177 for each student.

THE SPANISH MISSIONS LESSON IS ALIGNED WITH THESE TEKS:

HISTORY: 4.2C, 4.2D GEOGRAPHY: 4.6A, 4.8BECONOMICS: 4.12A, 4.12C, 4.12D GOVERNMENT: 4.14BCITIZENSHIP: 4.16A, 4.17A, 4.18BSOCIAL STUDIES SKILLS: 4.21A, 4.21B, 4.21C, 4.21D, 4.21E, 4.22A, 4.22C, 4.22EPre

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HISTORY (CONTINUED)

4. Before reading Americans in Texas, students will: • complete Vocabulary Cards for Africa, Europe, incisor, legislature, plantations, prospectors. (pg. 1 T.R.)

After reading Americans in Texas (pps. 77-80 T.E.), students will: • answer Americans in Texas Reading Comprehension Questions. (pg. 178 T.R.) • complete Americans in Texas Language Skills. (pg. 179 T.R.) • use a graphic organizer to write a Mountain Man Story. (pps. 180-183 T.R.) • follow written directions to draw a beaver. (pps. 184-185 T.R.) • take a Vocabulary Quiz for Texas History Part III. (pps. 186-187 T.R.)

THE AMERICANS IN TEXAS LESSON IS ALIGNED WITH THESE TEKS:

HISTORY: 4.2E GEOGRAPHY: 4.8A, 4.8B, 4.8C, 4.9BECONOMICS: 4.12B, 4.12C, 4.12DCULTURE: 4.19CSOCIAL STUDIES SKILLS: 4.21C, 4.21D, 4.22A, 4.22B, 4.22C, 4.22E

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HISTORY (CONTINUED)

5. Before reading The Texas Revolution, students will: • complete Vocabulary Cards for adopted, appointed, cavalry, commander, convention, drover, enforced, execution, loyal, outnumbered, outraged, panicked, rebelled, republic, resigned, surrendered, withdraw. (pg. 1 T.R.) • complete Part I of Texas Revolution K•W•L•H Chart. (pps. 188-190 T.R.)

After reading The Texas Revolution (pps. 81-83 T.E.), students will: • answer The Texas Revolution Reading Comprehension Questions. (pg. 191 T.R.) • complete The Texas Revolution Language Skills. (pg. 192 T.R.) • complete Parts II and III of Texas Revolution K•W•L•H Chart. (pps. 193-194 T.R.) • choose and research a famous person from the Texas Revolution. (pps. 195-196 T.R.) • use the information from research to create a Famous Person Cube. (pps. 197-199 T.R.)

THE TEXAS REVOLUTION LESSON IS ALIGNED WITH THESE TEKS:

HISTORY: 4.2E, 4.3A, 4.3B, 4.3C GEOGRAPHY: 4.8BECONOMICS: 4.15ACITIZENSHIP: 4.17DSOCIAL STUDIES SKILLS: 4.21A, 4.21B, 4.21C, 4.22A, 4.22D, 4.22E

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HISTORY (CONTINUED)

6. Before reading The Republic of Texas, students will: • complete Vocabulary Cards for Congress, delegation, fi nancial, patrol, raids, reservations, veterans. (pg. 1 T.R.)

After reading The Republic of Texas (pps. 84-88 T.E.), students will: • answer Republic of Texas Reading Comprehension Questions. (pg. 200 T.R.) • complete Republic of Texas Language Skills. (pg. 201 T.R.) • write about events while traveling along the Santa Fe Trail to complete Pioneer Journal. (pps. 202-207 T.R.) Note: You will need to make six copies of page 204 for students. • take a Vocabulary Quiz for Texas History Part IV. (pps. 208-209 T.R.)

THE REPUBLIC OF TEXAS LESSON IS ALIGNED WITH THESE TEKS:

HISTORY: 4.2E, 4.3C, 4.3D GEOGRAPHY: 4.8A, 4.8B, 4.9CECONOMICS: 4.12B, 4.12C, 4.12E, 4.12FCITIZENSHIP: 4.16A, 4.17D, 4.18BSOCIAL STUDIES SKILLS: 4.21B, 4.21C, 4.21D, 4.22A, 4.22B, 4.22D, 4.22E

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HISTORY (CONTINUED)

7. Before reading Statehood, students will: • complete Vocabulary Cards for abolish, allegiance, annexing, anthem, Confederate, debts, destiny, dispute, emblem, former, Hispanic, indivisible, motto, offi cial, outlaw, radiance, reduce, salute, Senate, tyrant. (pg. 1 T.R.)

After reading Statehood (pps. 89-92 T.E.), students will: • answer Texas: The 28th State Reading Comprehension Questions. (pg. 210 T.R.) • complete Texas: The 28th State Language Skills. (pg. 211 T.R.) • complete Famous Symbols: State Song. (pps. 212-213 T.R.) • use number and letter pairs to complete Statehood Grid Math. (pps. 214-216 T.R.) • use a graphic organizer to write a Mexican War Letter. (pps. 217-226 T.R.) • differentiate between primary and secondary sources. (pg. 227 T.R.)

THE STATEHOOD LESSON IS ALIGNED WITH THESE TEKS:

HISTORY: 4.3C, 4.3E ECONOMICS: 4.12D, 4.12FGOVERNMENT: 4.15ACITIZENSHIP: 4.16A, 4.16B, 4.16C, 4.17D, 4.18BSOCIAL STUDIES SKILLS: 4.21A, 4.21B, 4.21C, 4.21D, 4.21E, 4.22A, 4.22B, 4.22C, 4.22E

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HISTORY (CONTINUED)

8. Before reading the Civil War, students will: • complete Vocabulary Cards for abolish, abolitionists, antislavery, secede. (pg. 1 T.R.)

After reading the Civil War (pps. 93-96 T.E.), students will: • answer The Civil War Reading Comprehension Questions. (pg. 228 T.R.) • complete The Civil War Language Skills. (pg. 229 T.R.) • create a Venn Diagram Organizer comparing the Union and the Confederacy during the Civil War. (pps. 230-234 T.R.) • take a Vocabulary Quiz for Texas History Part V. (pps. 235-236 T.R.)

THE CIVIL WAR LESSON IS ALIGNED WITH THESE TEKS:

HISTORY: 4.4A, 4.4D GEOGRAPHY: 4.8A, 4.9CECONOMICS: 4.12DGOVERNMENT: 4.15ACITIZENSHIP: 4.16D, 4.17DSOCIAL STUDIES SKILLS: 4.21B, 4.21C, 4.22A, 4.22D, 4.22E

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GOVERNMENT AND ECONOMY

1. Before reading The United States Constitution, students will: • complete Vocabulary Cards for abused, Constitutional Convention, defending, delegates, interfere, justice, ratify, Supreme Court, uniting, veto. (pg. 1 T.R.) After reading The United States Constitution (pps. 97-99 T.E.), students will: • answer The United States Constitution Reading Comprehension Questions. (pg. 237 T.R.) • answer The United States Constitution Discussion Questions. (pg. 238 T.R.)

THE UNITED STATES CONSTITUTION LESSON IS ALIGNED WITH THESE TEKS:

GOVERNMENT: 4.15CCITIZENSHIP: 4.18B SOCIAL STUDIES SKILLS: 4.21B, 4.22A, 4.22C

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GOVERNMENT AND ECONOMY (CONTINUED)

2. Before reading The Bill of Rights, students will: • complete Vocabulary Cards for amendments, bail, deriving, endowed, innocent, press, sued, testify, unalienable, warrant. (pg. 1 T.R.) After reading The Bill of Rights (pps. 100-101 T.E.), students will: • answer The Bill of Rights Reading Comprehension Questions. (pg. 239 T.R.) • answer The Bill of Rights Discussion Questions. (pg. 240 T.R.)

THE BILL OF RIGHTS LESSON IS ALIGNED WITH THESE TEKS:

GOVERNMENT: 4.15CSOCIAL STUDIES SKILLS: 4.21A, 4.21B, 4.22A, 4.22C

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3. Before reading Texas’s Government, students will: • complete Vocabulary Cards for accused, appeals, assassinated, attorney general, civil rights, commissioners, comptroller, juveniles, liberty, lieutenant governor, majority, secretary of state. (pg. 1 T.R.) After reading Texas’s Government (pps. 102-105 T.E.), students will: • answer Texas’s Government Reading Comprehension Questions. (pg. 241 T.R.) • complete Texas’s Government Language Skills Activity. (pg. 242 T.R.) •complete Are You Puzzled? (pps. 243-244 T.R.) • take a Vocabulary Quiz for Texas Government and Economy Part I. (pps. 245-246 T.R.)

THE TEXAS GOVERNMENT LESSON IS ALIGNED WITH THESE TEKS:

HISTORY: 4.2E GEOGRAPHY: 4.8BGOVERNMENT: 4.15BCITIZENSHIP: 4.17D, 4.17E, 4.18A, 4.18B SOCIAL STUDIES SKILLS: 4.22A

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4. Before reading Citizenship, students will: • complete Vocabulary Cards for conserve, elderly, handicapped, jury, landfi ll. (pg. 1 T.R.) After reading Citizenship (pps. 106-107 T.E.), students will: • answer Citizenship Reading Comprehension Questions. (pg. 247 T.R.) • answer Citizenship Discussion Questions. (pg. 248 T.R.) • use a graphic organizer to write a formal persuasive letter to a Texas legislator. (pps. 249-261 T.R.)

THE CITIZENSHIP LESSON IS ALIGNED WITH THESE TEKS: CITIZENSHIP: 4.17B, 4.17C, 4.17E, 4.18ASOCIAL STUDIES SKILLS: 4.21B, 4.21C, 4.21D, 4.22A, 4.22B, 4.22C, 4.22E

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5. Before reading Texas’s Tribal Governments, students will: • complete a Vocabulary Card for infl uenza. (pg. 1 T.R.) After reading Texas’s Tribal Governments (pps. 108-110 T.E.), students will: • answer Texas’s Tribal Governments Reading Comprehension Questions. (pg. 262 T.R.) • answer Tribal Governments Discussion Questions (pg. 263 T.R.)

TEXAS’S TRIBAL GOVERNMENTS LESSON IS ALIGNED WITH THESE TEKS:

HISTORY: 4.1B, 4.1C GEOGRAPHY: 4.8A, 4.8C, 4.9A, 4.9B, 4.9CECONOMICS: 4.10A, 4.12A, 4.12C, 4.12FGOVERNMENT: 4.14BSOCIAL STUDIES SKILLS: 4.22A, 4.22C

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6. Before reading People in Texas, students will: • complete Vocabulary Cards for aerospace, Anglos, barricaded, brand, cultural, decades, discrimination, ethnic, executives, forbidden, immigrants, investors, Latinos, poverty, protest, Pulitzer Prize, refugees, traditional. (pg. 1 T.R.)

After reading People in Texas (pps. 111-114 T.E.), students will: • answer Texas’s People Reading Comprehension Questions. (pg. 264 T.R.) • complete Texas’s People Language Skills Activity. (pg. 265 T.R.) • Read about Lizzie Johnson and answer thought-provoking discussion questions. (pps. 266-268 T.R.) • differentiate between primary and secondary sources. (pg. 269 T.R.) • research one of Texas’s cultures to create and play the game Find the Fib. (pps. 270-277 T.R.) Note: You will need to make four copies of page 272, 273, 274, 275, 276, or 277 for each student. • take a Vocabulary Quiz for Texas Government and Economy Part II. (pps. 278-279 T.R.)

THE PEOPLE IN TEXAS LESSON IS ALIGNED WITH THESE TEKS:

HISTORY: 4.1C, 4.4B, 4.4C, 4.5C GEOGRAPHY: 4.8A, 4.8C, 4.9AECONOMICS: 4.10B, 4.12CGOVERNMENT: 4.14BCITIZENSHIP: 4.17A, 4.17D, 4.18BCULTURE: 4.19A, 4.19B, 4.19CSOCIAL STUDIES SKILLS: 4.21A, 4.21B, 4.21C, 4.22A, 4.22E

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7. Before reading Economy, students will: • complete Vocabulary Cards for condense, dehydrated, income, promote, wage. (pg. 1 T.R.)

After reading Economy (pps. 115-117 T.E.), students will: • answer Economy Reading Comprehension Questions. (pg. 280 T.R.) • complete Economy Language Skills Activity. (pg. 281 T.R.) • use the Economy lesson to create an Economy Learning Wheel. (pps. 282-287 T.R.) • read about Famous Texan Entrepreneurs and answer thought-provoking discussion questions. (pps. 288-290 T.R.)

THE ECONOMY LESSON IS ALIGNED WITH THESE TEKS:

HISTORY: 4.5B ECONOMICS: 4.11A, 4.11B, 4.11C, 4.12B, 4.12FSCIENCE, TECH, SOCIETY: 4.20A, 4.20BSOCIAL STUDIES SKILLS: 4.21B, 4.21C, 4.22A, 4.22D, 4.22E

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8. Before reading Texas’s Early Economy, students will: • complete Vocabulary Cards for bales, declined, Great Depression, ports, refi neries, tilling, transport. (pg. 1 T.R.)

After reading Texas’s Early Economy (pps. 118-121 T.E.), students will: • answer Texas’s Early Economy Reading Comprehension Questions. (pg. 291 T.R.) • read about cotton and create a Cotton Fact Card. (pps. 292-295 T.R.) • follow written directions to create a model of a covered wagon. (pps. 296-301 T.R.) • use cardinal and intermediate directions to plot oil fi elds on a map of Texas. (pps. 302-305 T.R.)

TEXAS’S EARLY ECONOMY LESSON IS ALIGNED WITH THESE TEKS:

HISTORY: 4.2C, 4.2E, 4.4B, 4.4C, 4.5A, 4.5B GEOGRAPHY: 4.6A, 4.8A, 4.8B, 4.8C, 4.9A, 4.9BECONOMICS: 4.10A, 4.10B, 4.12B, 4.12C, 4.12D, 4.12E, 4.12FSCIENCE, TECH, SOCIETY: 4.20BSOCIAL STUDIES SKILLS: 4.21A, 4.21C, 4.22A, 4.22D, 4.22E

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9. Before reading The Great Depression, students will: • complete Vocabulary Cards for admired, armored, campaign, cargo, charity, civilians, disability, inspected, minimum, polio, processing, restoring, retired, secure, suffocation, textile, tutors, unemployed. (pg. 1 T.R.)

After reading The Great Depression (pps. 122-124 T.E.), students will: • answer The Great Depression Reading Comprehension Questions. (pg. 306 T.R.) • answer The Great Depression Discussion Questions. (pg. 307 T.R.) • read about Franklin D. Roosevelt and answer thought-provoking discussion questions. (pps. 308-310 T.R.) • read about World War I Weapons and create a World War I Weapons Chart. (pps. 311-314 T.R.) • use information from the World War I Weapons Chart to write a World War I Weapons Essay. (pps. 315-335 T.R.) • take a Vocabulary Quiz for Texas Government and Economy Part III. (pps. 336-337 T.R.)

THE GREAT DEPRESSION LESSON IS ALIGNED WITH THESE TEKS:

HISTORY: 4.5A, 4.5B GEOGRAPHY: 4.8AECONOMICS: 4.12DCITIZENSHIP: 4.18ASOCIAL STUDIES SKILLS: 4.21A, 4.21B, 4.21C, 4.21D, 4.22A, 4.22B, 4.22C, 4.22D, 4.22EPre

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10. Before reading World War II, students will: • complete Vocabulary Cards for ancestors, atomic, dictators, marksmen, migrant, relocation, sawmill, smuggled, timber, vessels. (pg. 1 T.R.)

After reading World War II (pps. 125-130 T.E.), students will: • answer World War II Reading Comprehension Questions. (pg. 338 T.R.) • answer Japanese Relocation Centers Discussion Questions. (pg. 339 T.R.) • use cardinal and intermediate directions to plot Japanese Relocation Centers on a map. (pps. 340-343 T.R.) • follow written directions to construct a P-47 Thunderbolt. (pps. 344-350 T.R.)

THE WORLD WAR II LESSON IS ALIGNED WITH THESE TEKS:

HISTORY: 4.5A, 4.5C GEOGRAPHY: 4.6A, 4.8A, 4.8B, 4.8CECONOMICS: 4.10B, 4.12B, 4.12C, 4.12E, 4.12FCITIZENSHIP: 4.17DCULTURE: 4.19CSOCIAL STUDIES SKILLS: 4.21B, 4.21C, 4.21D, 4.22A, 4.22C

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11. Before reading Texas Today, students will: • complete Vocabulary Cards for cavern, exporter, extracted, gypsum, headquarters, helium, magnesium, planetarium, prosper, slogan, souvenirs. (pg. 1 T.R.)

After reading Texas Today (pps. 131-134 T.E.), students will: • answer Texas Today Reading Comprehension Questions. (pg. 351 T.R.) • complete Texas Today Language Skills Activity. (pg. 352 T.R.) • participate in a discussion group to talk about the future of Texas. (pps. 353-355 T.R.) • use number coordinates to locate Texas’s points of interest on a map of Texas. (pps. 356-358 T.R.) • take a Vocabulary Quiz for Texas Government and Economy Part IV. (pps. 359-360 T.R.)

THE TEXAS TODAY LESSON IS ALIGNED WITH THESE TEKS:

HISTORY: 4.4C, 4.5B, 4.5C GEOGRAPHY: 4.6A, 4.9A, 4.9B, 4.9CECONOMICS: 4.12A, 4.12B, 4.12D, 4.12E, 4.12F, 4.13A, 4.13BCITIZENSHIP: 4.16ACULTURE: 4.19CSCIENCE, TECH, SOCIETY: 4.20A, 4.20B, 4.20CSOCIAL STUDIES SKILLS: 4.21B, 4.22A, 4.22B, 4.22C, 4.22E Pre

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•The southeastern boundary of the state of Texas is formed by the Gulf of Mexico. • The Gulf of Mexico borders Texas for 367 miles.

The Southwest region is made up of four states that include Arizona, New Mexico, Oklahoma, and Texas. Other regions you have studied

were inhabited � rst by colonists from Great Britain and then American settlers.

The Southwest region wasn’t even explored by Americans until the 1800s. The � rst American explorers who entered the Southwest region saw wide open spaces and beautiful scenery. Still, the population of the Southwest grew slowly.

Those seeking adventure were the only people brave enough to travel through

the Southwest. Fear of Native American attacks, blistering heat, and control by Spain

and Mexico kept most Americans from visiting or settling in the Southwest region.

THE CLIMATE OF THE SOUTHWEST Most of the Southwest region lies in an area known as Arid America. Less than 20 inches of precipitation falls in this part of the United States each year. The soil is sandy and rocky, making it a dif� cult place to farm. Other regions are covered with trees and grass. This part of the Southwest region is covered with cactus and sagebrush. The eastern edge of the Southwest region is part of Humid America. More than 20 inches of precipitation falls in Humid America each year. The grass grows high in this area of the Southwest region. This makes it a perfect place for farmers and ranchers to raise livestock.

FAST FACTS

TEXAS GEOGRAPHY LESSON FOUR


You have already practiced using latitude and longitude. This lesson will review what you know and give you another opportunity to test your skills by � nding places on a map using lines of longitude and latitude. Remember, mapping is a skill that must be learned and practiced.

LINES OF LATITUDE Lines of latitude, or parallels, are lines drawn on a map to show how far north or south a place is from the equator. The equator is the invisible line that runs from east to west through the center of the Earth. Latitude lines also run from east to west. Those latitude lines that appear above the equator are known as north latitude lines. Those latitude lines that appear below the equator are known as south latitude lines. Each line of north and south latitude is measured in degrees. The equator is 0º. The lines above the equator are 1ºN (north) to 80ºN (north). The lines below the equator are 1ºS (south) to 80ºS (south).

LINES OF LONGITUDE Lines of longitude, or meridians, are lines drawn on a map to show how far east or

west a place is from the prime meridian. The prime meridian is an invisible line that runs from north to south through the center of the Earth. Longitude lines also run from north to south. Those longitude lines that appear on the right side of the prime meridian are known as east longitude lines. Those longitude lines that appear on the left side of the prime

meridian are known as west longitude lines. Like the lines of latitude, each line of east and west

longitude is also measured in degrees. The prime meridian is 0º. The lines to the right of the prime meridian are 1ºE (east) to 180ºE (east). The lines to the left of the prime meridian are 1ºW (west) to 180ºW (west).

•Lines of latitude and longitude come together on a map to form a grid. This makes it easy to � nd any place in the world if you know the latitude and longitude address.

MAPPING: SOUTHWEST REGION


1. Aztec Ruins National Monument protects the remains of the Anasazi (ahn•uh•SAH•zee) who built one of the largest pueblo communities in this area. Aztec Ruins is located at 36ºN, 108ºW. 2. Pecos was the home of the world’s � rst rodeo in 1883. Today it is the site of the Texas Rodeo Hall of Fame. Pecos is located at 31ºN, 104ºW.

3. Phoenix is the largest city and capital of Arizona. The major industries of Phoenix include manufacturing and tourism. Phoenix is located at 33ºN, 112ºW. 4. Padre Island National Seashore protects several species of endangered sea turtles and birds. Padre Island is located at 28ºN, 98ºW.

5. Carlsbad Caverns National Park is the largest underground cave system in North America and is home to more than 10,000 bats. Carlsbad Caverns are located at 33ºN, 107ºW.

6. Cherokee Heritage Center tells the story of the Cherokee people through the Cherokee National Museum. Cherokee Heritage Center is located at 36ºN, 95ºW.

7. Santa Fe is the capital city of New Mexico. It is one of the oldest cities in North America, established in 1610 by Spanish colonists. Santa Fe is located at 35ºN, 106ºW.

8. Grand Canyon National Park is the site of a gorge that is 277 miles long, 18 miles wide, and more than 5,000 feet deep. Grand Canyon National Park is located at 36ºN, 112ºW.

9. Fair Park is home to this state’s annual state fair, the Cotton Bowl Stadium, several museums, and the Dallas Aquarium. Fair Park is located at 33ºN, 97ºW.

10. Saguaro (suh•WAR•oh) National Park features giant saguaro cacti that grow 50 feet tall. Saguaro National Park is located at 32ºN, 111ºW.

11. Austin, located along the Colorado River, is the capital city of Texas. It was named for Stephen F. Austin, one of the founders of Texas. Austin is located at 30ºN, 98ºW.

Phoenix Santa Fe Austin

Carlsbad Caverns Fair Park

Grand CanyonAztec Ruins National Park

Pecos Saguaro

National Park National Seashore Padre Island Cherokee

Heritage Center


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96º

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THE COASTAL PLAINS REGION The Coastal Plains region in the eastern part of Texas covers about one-third of the state. This region has a variety of climates and terrains. The Coastal Plains region borders the Gulf

of Mexico. The area closest to the Gulf waters is made up of salt marshes, sand bars, lagoons, and islands. Padre Island, the largest sand bar, is a popular place for tourists and visitors. The

coastal area has warm summers and mild winters. Many species of birds and insects make their homes in this wet, warm climate. The same warm,

moist weather that allows a long growing season throughout the entire region also causes hurricanes

and other types of storms. The Rio Grande River, one of the main rivers

of Texas, borders the southernmost part of the Coastal Plains region. The Rio Grande Valley is one of

the most fertile areas in Texas. North of the Rio Grande Valley is the Middle Nueces (noo•AY•sis) Valley. The weather here is a little drier than along the coast. The rich

soil of the Rio Grande and Nueces valleys allows farmers to grow vegetables, fruits, grains, and cotton. The western edge of the Coastal Plains region is mostly prairie with few trees. Large herds of cattle graze here. The northeastern part of this region, often called the Piney Woods, is heavily forested with oak, pine, sweet gum, and other trees. The Piney Woods is home to lumber and paper companies. All four of Texas’s national forests are found in the Piney Woods area.

THE CENTRAL PLAINS REGION The Central Plains region lies west of the Coastal Plains. This region is sometimes called the Interior Plains. The landscape of the Central Plains region is a mix of prairies and low rolling hills with some areas of rugged cliffs, peaks, and valleys. The Balcones (bal•COH•nays) Escarpment, formed by faulting and erosion, marks the southern boundary between the Central and Coastal Plains regions. It received the Spanish name Balcones because Spanish explorers thought it looked like balconies. This group of cliffs and hills stretches from the Rio Grande River to the Colorado River. Several important Texas cities are close to the dividing line between the Coastal Plains and the Central Plains regions. They include Dallas, Waco, and the state’s capital city of Austin. The higher elevations and drier climate of the Central Plains region support an economy that includes oil wells, cattle ranches, farms, and forests. Do Texas! © 2006-Revised Edition 2015

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PART IIDIRECTIONS: Use the information from Texas’s Regions to name each of the four regions pictured below. Then use the lines provided to list two interesting facts about each region. Remember to write your facts using complete sentences. Use the back of this paper if you need more space.

Two interesting facts: ________________________________________

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Name of Region

Name of Region

MAPPING: TEXAS’S REGIONS

Name of Region

Name of Region

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3.

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4.

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Have you ever been rafting down the Rio Grande River or sailing in the Gulf of Mexico? The rivers, lakes, and bays of Texas provide fun and recreation for many of the state’s families and their visitors. They also supply much needed water to Texas and other states. Texas’s largest and most important rivers are the Rio Grande, Red, Brazos (BRAH•zos), and Colorado rivers. Each of these rivers is more than 600 miles long.

THE RIO GRANDE RIVER The Rio Grande is the longest river in Texas. In Spanish, Rio Grande means “big river.” It is 1,900 miles long and forms the boundary between Texas and the country of Mexico. The Rio Grande River starts in the mountains of Colorado and empties into the Gulf of Mexico. The land in this part of Texas is very good for growing fruits and vegetables. Farmers use water from the Rio Grande River to irrigate their crops.

THE RED RIVER The Red River � ows eastward across the Texas Panhandle. The Red River forms most of the Texas-Oklahoma boundary and continues into the states of Arkansas and Louisiana before emptying into the Mississippi River. The Red River received its name because it picks up bits of iron from the soil. The iron turns the river a rust color. The Red River is used to ship many important products to states along the Mississippi River.

•Bald eagles are found in areas with plenty of water. This is why the largest population of bald eagles in Texas can be seen plucking � sh from the Rio Grande and Red rivers. • Bald eagles have white heads and upper necks, white tails, dark brown bodies, and yellow bills. Their wingspans are almost three times the lengths of their bodies. Adult bald eagles are 32 inches long, but their wingspans measure 80 inches.

FAST FACTS

TEXAS GEOGRAPHY LESSON SEVEN


TEXAS’S RIVERS AND ISLANDS

Use the list on the � rst page of this activity and your information about Texas’s water resources to label Texas’s rivers and islands on the map below. Write your answers on the lines provided. Remember, spelling counts!

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Texas is full of beautiful sights and wonderful activities to keep the state’s visitors and residents busy all year round. Texas offers deep-sea � shing and scuba diving in the Gulf of Mexico, camping and boating at one of the national or state parks, hiking and hunting in the woods, and so much more. Texas has everything from dude ranches on the prairie, to museums in the cities. Sports fans enjoy watching their favorite major or minor league baseball, football, basketball, and hockey teams in many cities throughout Texas. Since the state is so large, Texas has one or two teams for every professional sport! Reliant Park in Houston features a domed stadium which draws millions of people each year for sporting events and concerts. Rodeo is a popular sport enjoyed in Texas all year long. The most exciting rodeo events are bull riding, bareback riding, and saddle bronc riding. In 1883, the town of Pecos was the home of the world’s � rst rodeo. These � rst rodeos were a fun way for working cowboys on ranches to show off their roping and riding skills with horses. Cowboys and cowgirls still use skills like these every day on ranches all over the state. Texas has more than 500 fairs, festivals, and expositions every year. One of Texas’s largest events is the State Fair, which is held every fall in the city of Dallas. About three million people visit the fair, making it the largest annual fair in the United States. Texas also has several theme parks. Texans and their visitors enjoy Six Flags Theme Parks located in the cities of Arlington and San Antonio. Those who enjoy thrilling roller coaster rides, waterslides, bumper boats, musical shows, and learning about the history of Texas can have great fun at the Six Flags Theme Parks of Texas. Many popular resort areas are located on the Gulf Coast. The mild weather in this area of Texas allows visitors to enjoy sandy beaches, deep-sea � shing, sailing, and other water sports all year long. Visitors to Sea Rim State Park, near Sabine (suh•BEEN) Pass, can take an airboat ride into the marshes and may even come face to face with an alligator. Other parts of Texas offer mountains, canyons, rivers, and trails for hiking and biking. Texas has many types of terrain where nature can be seen and enjoyed. There are national and state parks all over the state of Texas. Each park tells a unique story about Texas’s land, animals, regions, and history. About 40 million people visit Texas each year. There is something fun and interesting for everyone to enjoy. Study the descriptions and maps of Texas’s points of interest on the next few pages so you can help plan your next family vacation through the great state of Texas.

TEXAS GEOGRAPHY LESSON EIGHT


FORT DAVISNATIONAL HISTORIC SITE

LYNDON B. JOHNSONNATIONAL HISTORICAL PARK

ALIBATES FLINT QUARRIES

NATIONAL HISTORIC SITES, PARKS, PRESERVES, AND MONUMENTS

BIG THICKETNATIONAL PRESERVE

SAN ANTONIO MISSIONSNATIONAL HISTORICAL PARK


By now you can see that Texas is a great place to live and visit because of all the wonderful things there are to do in this state. In this activity, you will help someone plan a vacation by making a travel brochure that describes and pictures some of Texas’s points of interest.

DIRECTIONS:

1. Decide which of Texas’s points of interest you want to use for your brochure. You must use four of Texas’s national parks or national forests; three national historic sites, parks, preserves, or monuments; three state historic sites or parks; four of Texas’s other attractions.

2. Cut out the pictures and color them with your coloring pencils. (If you are artistic, you may also draw your own pictures.)

3. Write a description of each of the points of interest you’ve chosen. You may copy the outline below on separate paper to make it easier for you. Remember to write your descriptions in your own words.

4. Fold a piece of white 11 x 17 inch construction paper accordion-style so it looks like this:

5. Decorate the front cover. On the inside of the brochure you will title the top of each section with the points of interest that will appear in that section.

6. Glue in or draw the pictures of the parks, forests, and other attractions you’ve chosen. Beside each picture, copy the description you’ve written about each point of interest.

DESCRIPTION OUTLINE

The (Point of Interest) is located in the region of Texas.

If you visit (Point of Interest) you will learn ___________________________________________.

An interesting fact about (Point of Interest) is that it ______________________________________

_______________________________________________________________________________________.

TEXAS TRAVEL BROCHURE


FORT DAVISNATIONAL HISTORIC SITE

LYNDON B. JOHNSONNATIONAL HISTORICAL PARK

SAN ANTONIO MISSIONSNATIONAL HISTORICAL PARK

ALIBATES FLINT QUARRIES

BIG THICKETNATIONAL PRESERVE

NATIONAL HISTORIC SITES, PARKS, PRESERVES, AND MONUMENTS

STATE HISTORIC SITES AND PARKS

CADDOAN MOUNDSSTATE HISTORIC SITE

LONGHORN CAVERNSTATE PARK

NATIONAL PARKS AND FORESTS

BIG BENDNATIONAL PARK

GUADALUPE MOUNTAINSNATIONAL PARK

SABINENATIONAL FOREST

ANGELINANATIONAL FOREST

SAM HOUSTONNATIONAL FOREST

DAVY CROCKETTNATIONAL FOREST

OTHER ATTRACTIONS

PADRE ISLANDNATIONAL SEASHORE

�

LYNDON B. JOHNSONSPACE CENTER

TEXAS RANGERMUSEUM FAIR PARK WEST OF PECOS

MUSEUM

TEXAS MEMORIALMUSEUM

DINOSAUR VALLEYSTATE PARK FRANKLIN MOUNTAINS

STATE PARK

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BLACK BEAR

Texas is full of wildlife. Nearly 150 species of mammals roam through Texas’s four major land regions or live in the Gulf of Mexico. Many of the land and sea mammals native to Texas are rare or extinct, which means they are no longer living. Texas has many species of large land and sea mammals. Some of the most popular large mammals include black bears, pronghorns, mountain lions, elk, bighorn sheep, mule deer, bottlenose dolphins, short-� nned pilot whales, and sperm whales. As you read about Texas’s large mammals, pay special attention to what they eat and their structural and behavioral adaptations. BLACK BEARS Black bears are some of the largest mammals in North America. They used to roam throughout the state of Texas, but today they can mostly be found in the mountains of the Trans-Pecos region. Like other mammals, black bears are covered with a layer of thick fur to keep them warm. The fur color of black bears can actually be black, tan, brown, or yellow. Beginning in late summer and fall, black bears search for acorns and other high protein foods. They build fat layers for added warmth. During the colder months, black bears � nd a quiet place at the base of

a tree or under the ledge of a large rock and remain inactive for part of the winter. Building fat layers and resting during the winter are behavioral adaptations that help black bears survive when food is dif� cult to � nd. Female black bears give birth to one or two cubs every

other year. Black bear cubs are blind at birth and only weigh about eight ounces. They stay with their mothers for about a year. Black bears grow very quickly. Full grown females can weigh as much as 600 pounds. Males can weigh up to 1,200 pounds!

Black bears are omnivores, which means they eat plants and meat. Their favorite foods are green plants, insects, and fruit. When food is hard to � nd, bears will eat small animals, young deer, and even garbage. Black bears have sharp claws that make them good tree climbers and strong legs for running. They can reach speeds of up to 25 miles per hour. Humans are the only enemies of black bears, so don’t try to feed or approach them.

TEXAS ANIMALS LESSON FOUR


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ADAPTATION MATCH-UP GAME CARDS


Vertebrates are animals with backbones. They include mammals, birds, reptiles, amphibians, and � sh.

In this activity, you will use what you have learned about vertebrates to collect facts and make a game called “Find the Fib.”

DIRECTIONS:

1. Use your scissors to cut apart the “Find the Fib” cards given to you by your teacher. You will need 20 cards.

2. Use your coloring pencils to neatly color the vertebrates pictured on the front of each card.

3. Use the information you have just learned about vertebrates, as well as encyclopedias, books in the library, and the Internet to � nd 15 true facts about vertebrates.

4. Write each fact on a separate card. Try to � t the whole fact on one side of the card.

5. Make up 5 false facts, or “� bs” about vertebrates. Make each � b as believable as possible so that it can’t be easily seen as a � b.

6. Write each � b on a separate card, just like you did with the true facts. Again, try to � t the whole � b on one side of the card. 7. Mix and shuf� e all of the cards together, so the true facts and � bs are mixed together. 8. Number the cards 1-20. 9. Make an answer key for yourself so you will know which cards are the true facts and which cards are the � bs. 10. Give your cards to 2 or 3 other people in the class to see if they can � nd the true facts and the � bs.

Vertebrates can be warm-blooded or cold-blooded.

SAMPLE CARD

FRONT BACK

1

FIND THE FIB


Mountain lions are the largest wildcats in the

United States. They are also known as

_________________________________________

_________________________________________

_________________________________________

Mountain lions are carnivores. Carnivores are ______________________________

________________________________________________________________________

Favorite foods of mountain lions include ___________________________________

________________________________________________________________________

Mountain lions are good climbers and jumpers because _______________________

________________________________________________________________________

Two structural adaptations of mountain lions are ____________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

One other interesting fact I learned about mountain lions is ___________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

MOUNTAIN LIONS

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GREAT HORNED OWL

Texas is home to nearly 600 species of birds. Some of these birds live in Texas all year long. Others migrate to Texas from other states and even other countries during the winter months. Texas is the most popular state in the country for birdwatchers. Three-fourths of all American bird species either live in Texas or visit on their way through the state. The area around Galveston Bay is a favorite spot for hundreds of traveling species. As you read about some of Texas’s most popular birds, notice that each has its own special nest building and egg laying habits.

GREAT HORNED OWLS Great horned owls can be found throughout the United States. In Texas, they are found mostly in the southeastern part of the Coastal Plains region. Great horned

owls have yellow eyes, dark bills, and white patches under their throats. Their bodies are streaked with colors of brown, black, and gray. Great horned owls are only 20 inches long, but they have wingspans of 55 inches. If you stretched out your arms and measured the length from the longest � nger on your left hand to the longest � nger on your right hand, you would get a pretty good idea of a great horned owl’s wingspan. Great horned owls build their nests high in trees or steal the nests of hawks, eagles, and crows. Females lay two or three

grayish-white eggs that hatch 30 days later. Young great horned owls leave their nests 60 days after birth. Like most owls, great horned owls eat mostly small mammals. They are also able to turn their heads almost completely around without moving their bodies.

• Great horned owls are able to � y without making any noise. Known as “silent � ight,” their fringed � ight feathers allow them to land without alerting their prey that they are coming. • Both great horned owl parents take turns sitting on the eggs to keep them warm. The young owlets have their adult � ight feathers just six months after being born.

FAST FACTS

TEXAS ANIMALS LESSON SIX


Texas is home to many different types of birds stretching across the four regions of our state.

In this activity, you will place some of Texas’s most popular birds into their proper regions on a Texas map.

DIRECTIONS:

1. Use your information about Texas’s Birds to label the Coastal Plains, Central Plains, Great Plains, and Mountains and Basins regions on the Texas map.

2. Use your information about Texas’s Birds to correctly color each of the birds pictured below. Cut out the birds after you have � nished coloring them.

3. Glue each bird into its proper region on the map. Don’t worry if some of the bird pictures overlap one another. Again, you will need to go back to your information

about Texas’s Birds and read the descriptions to � nd out where each bird belongs.

4. When you are � nished gluing all of the birds into their proper regions, use your coloring pencils to lightly color all of the remaining white space on your map.

EXAMPLE:

The information about Texas’s Birds tells you that the largest population of mourning doves can be found in the southwestern section of the Central Plains region. After coloring the mourning dove, you would cut it out and glue it into the southwestern section of the Central Plains region on your Texas Map. The mourning dove has already been placed for you and the Central Plains region has been labeled.

cormorant brown creeperruby-throated hummingbird blue jay golden-cheeked

warbler

roadrunner great horned owl bald eagle peregrine falcon Northern mockingbird

MAPPING: TEXAS’S BIRDS

violet-green swallow


Central Plains Region

TEXAS BIRD MAP

Name ___________________________________

mourning dove


Name ___________________________________

bal

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Title

Sid

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abel

Bottom Label

COLOR KEY

DAYS TO HATCH

DAYS TO LEAVE NEST

01020

30405060

70

8090

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The � rst humans to live in North America and present-day Texas were hunters. Archaeologists (ar•kee•OL•uh•jists) believe that these hunters were originally from the continent of Asia. They entered North America by walking across the Bering Land Bridge. The Bering Land Bridge was actually a strip of frozen ice that was 1,000 miles wide. It connected northeast Asia to western Alaska thousands of years ago. Wild animals crossed back and forth over the Bering Land Bridge. The Asian people followed the animals into North America. When the ice melted, the frozen bridge disappeared and the water raised the level of the sea. The hunters who followed the animals into North America had no way of getting back to Asia. They continued following the wild animals throughout North America. Some of these people settled in Texas.

ASIA

ALASKA

ARCTIC OCEAN

BERING SEA

PACIFIC OCEAN

TEXAS HISTORY LESSON ONE


CADDO DWELLING

THE FIRST FARMERS IN TEXAS The Caddo (KAH•doe) were the � rst farmers and the most advanced group of Native

Americans in Texas. They were part of a larger group of 25 tribes who shared the same language, traditions,

and homeland around the Red River Valley of southern Oklahoma.

In Texas, the Caddo lived along the Neches (NECH•iz) River in the Piney Woods area. The Caddo made good use of the resources in this part of Texas. They used the fertile soil along the river to grow crops of corn, sun� owers, and pumpkins. They learned to store their crops so they would have plenty of food during the winter or in times of drought. The wooded areas made it easy for the Caddo people to hunt deer and other small animals. The Neches River supplied the Caddo with plenty of � sh. Unlike the Paleo-Indians who lived before them, a steady supply of food gave the Caddo more

time to build permanent villages and houses. The Caddo built large, grass-covered dwellings that looked like giant beehives. Each house was able to hold several families at one time. The rooms of the houses were separated using curtains made of bison hide. Both men and women held important leadership roles within the Caddo tribe. The high priest had the most power within the tribe, followed by chiefs, and then workers. Religion was very important to the Caddo, who often gathered at the temple in the main village. They worshipped the “Great Spirit Chief” and believed that plants, animals, and other natural objects had power to either help or hurt the tribe. Special ceremonies were held in honor of the wild animals they hunted or to celebrate the planting and harvesting of corn, their main crop.


1. Draw these shapes to form the head and body.

2. Add lines to form the tail, the legs, the eye, the ear, the horn, and the nose.

More than 60 million buffalo once roamed North America. Native Americans hunted the buffalo for food, shelter, tools, and clothing. Prehistoric people in Texas hunted buffalo on foot, chasing them over the sides of cliffs or into deep sand. Once the animals were trapped, the hunters attacked them with sharp pointed homemade spears. In this activity, you will follow written directions to draw a buffalo.

DIRECTIONS: Very lightly sketch out the � rst step. Then, also very lightly add step 2. Continue in this way until all four steps are completed. In each drawing, the new step is shown darker than the one before it so that it can be clearly seen, but you should keep your drawing very light.


Name ___________________________________

1. Color the pueblo patterns.

You have been studying about Texas’s Pueblo tribes and the Pueblo dwellings they built. Some of the pueblos in the villages were four or � ve stories high with hundreds of families living in them. In this activity, you will make a miniature pueblo like Texas’s Pueblo people once built.

2. Cut out the Upper and Lower pueblo patterns along the bold black lines.

It is very important that you do not cut off the bold black lines.

MATERIALS: Scissors, glue, coloring pencils, and pueblo patterns.

MAKING A PUEBLO DWELLING

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You have just � nished reading about Texas’s � rst Native Americans. Until the early 1500s, Native Americans were the only groups of people living in Texas. In fact, the only people living in all of North America were Native Americans. In the 1500s, things began to change for Texas’s native peoples. They were visited by people they had never seen before. These strange visitors were interested in making changes in the lives of Texas’s Native Americans. Who were these people and what did they want? To answer these questions, we must � rst travel back in time to the country of Mexico.

THE AZTEC EMPIRE In the 1500s, the Aztec people lived along the Gulf of Mexico, southeast of Texas’s Native Americans. The Aztecs were fearless warriors who created a huge empire that included many cities and towns. They built this empire by defeating other groups of people. The Aztecs took control of their enemy’s land and forced them to pay yearly taxes. Warfare was considered a religious duty by the Aztecs. Prisoners taken during war were sacri� ced to the gods. The Aztecs designed their own calendar, built large temples for religious ceremonies, and created beautiful sculptures.

AZTEC FARMERS The Aztecs were farmers who practiced slash-and-burn agriculture. They chopped down trees and burned a section of forest, then planted crops in the clearing. The ashes from the burned trees fertilized the soil. Aztec farmers also dug canals to irrigate their crops. They turned shallow lakes into farmland by scooping up mud from the lake bottoms to form islands. The seeds were planted in the islands and mud was added regularly to water the crops.

AZTEC EMPIRE

GULF OF MEXICO

TEXAS HISTORY LESSON TWO


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(4,3) (5,2) (6,1) (7,3) (8,4) (3,4)

Grid Math is a fun way to learn an important skill. Grids are used to � nd places on maps, to track weather patterns, and in space exploration.

EXAMPLE: If you want to draw a box where 4 meets 3 (4,3), you would go over to 4 and up to 3, and draw the box in that space. On a map or an atlas, (4,3) may be the place where you would � nd the name of a city.

1 2 3 4

1

2

3

4

DIRECTIONS: In this activity you will use a grid system to put together a puzzle that should remind you of Texas’s explorers. You will need the 48 puzzle pieces (some of the puzzle pieces are below and the rest of them are on the next page), and the blank grid.

1. Cut out the puzzle pieces one at a time (cut around the thick black line of the square). Glue that piece in its proper place on the empty grid before cutting out the next piece. Make sure that you do not turn the puzzle piece upside down or turn it on its side before gluing it; the way it looks before you cut it out is the way it should be glued onto the grid. 2. Follow the example above: If the puzzle piece is labeled (4,3), glue that piece in the space where 4 meets 3 on the grid by going over to 4 and up to 3.

3. When you are � nished, color in your picture with your coloring pencils.

4. The � rst one has been done for you as an example.


12456 3

12

34

56

78

Name ___________________________________

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By the late 1600s, almost 100 years had passed since the � rst Spanish explorers entered Texas. In 1682, Mission Corpus Christi was established near the present-day city of El Paso. This permanent settlement helped strengthen Spain’s control over Texas. Still, the Spanish government knew that France wanted to claim Texas for itself. Although the � rst French settlement had failed and its leader Robert La Salle had been killed, it wouldn’t be long before the French government would send other explorers to try again.

SPAIN’S PLAN FOR TEXAS Spain decided that the best way to take control of Texas was to build more permanent settlements. In 1690, Catholic priests established the second of Texas’s 26 mission villages near the town of Nacogdoches (nah•kuh•DOE•chiz). Spain’s leaders told the priests to teach Texas’s native peoples about the Catholic religion and prepare them for Spanish control. Spain’s rulers wanted the Native Americans in Texas to give up their native customs and become allies with Spain. The Spanish government hoped that the Native Americans would help � ght if Spain ever went to war against another country. Building missions and training an army of Native Americans would give Spain a � rm hold on Texas.

MISSION VILLAGES In an effort to get Native Americans to come to the missions, the Spanish priests gave them gifts of glass beads, clothing, blankets, and food. The priests gained the trust of some of the Native Americans who agreed to move inside of the mission villages. Native Americans who were not willing to come to the missions were kidnapped by Spanish soldiers. The soldiers treated the Native Americans badly, often beating them. Once they were inside of the mission villages, the Native Americans were not allowed to leave without permission. The Native Americans helped build the mission villages. Each village was surrounded by high walls protected by one or two gates. The largest building in each village was the church. Other structures included houses, a school, farm buildings, a fort, and buildings with rooms that were used as workshops, sleeping areas, dining rooms, and kitchens.

SPANISH PRIEST

TEXAS HISTORY LESSON THREE


Directions: Read the introduction and the passage that follows. Then read each question and darken the circle for the correct answer.

Alfonzo’s fourth grade class is studying about Spanish missions in Texas. The teacher asked each student to read about Texas’s Spanish missions and then

write a story about a Native American living at the mission. Read Alfonzo’s story and think about how he might correct and improve it. When you are � nished reading, answer the questions that follow.

Living in a Mission Village (1) Little Bear awakens suddenly before the sun rises. (2) It is time for him too begin the day at San Antonio de Valero. (3) After morning prayers and a meel of hot mush, Little Bear follows his father into the village workshop where they begin the long process of turning the freshly skinned animal hides into leather. (4) Little Bear still remembers the life he had before his family came to the mission village. (5) It was a very different life. (6) His family was free to speak its native language, sleep under the stars, and worship as it pleased. (7) Now Little Bear’s family is forced to learn Spanish and sleep in a room surrounded by walls. (8) He and his sister were punished last week for speaking the old language and playing the games their grandparents taught them.

1. What change, if any, should be made in sentence 2?

A. Change It to it B. Change begin to begun

C. Change too to to D. Make no change.

2. What change should be made in sentence 3?

F. Change meel to meal G. Change skinned to skin

H. Change follows to following

J. Change hides to hide’s

3. Which sentence could BEST be added after sentence 8?

A. Little Bear loves living at the mission. B. He forgets everything about his old life.

C. Little Bear wonders if he will ever go home.

D. Little Bear wants to live here forever.

4. What is the BEST way to combine sentences 5 and 6?

F. It was a different life, sleeping under the stars with worship and his native language. G. Life was different then because his family was free to speak its native language, sleep under the stars, and worship as it pleased.

H. Life was different at the mission because there were no stars.

J. His family was different then because it spoke differently, slept differently, and worshipped differently.

LANGUAGE

SPANISH MISSIONS


In 1682, Spain sent Catholic priests to establish Texas’s � rst Spanish settlement. It was a mission village built among the Tigua (TEE•gwah) people. Over the next 100 years, more than 25 missions were established in Texas. The purpose of the missions was for the Native Americans to learn about the Catholic religion and help Spain defend its claim on Texas.

In this activity, you will use a grid system to locate 11 of Texas’s missions. A grid system is made up of lines that come together to form squares. The squares divide a map into smaller pieces, making it easier to � nd important places. Learning how to use a grid system is easy, and will teach you an important location skill. EXAMPLE: Mission Corpus Christi, established in 1682, was the � rst mission in Texas. The mission was built among the Tigua people. Shortly after the mission was built, 21 Spanish families moved to the area to meet the spiritual needs of the Tigua. Mission Corpus Christi was located at ( 4,5 ). To locate Mission Corpus Christi on the grid below at ( 4,5 ), you would put your � nger on the number 1 at the bottom of the grid. Slide your � nger over to 4 and up to 5. Mission Corpus Christi was located in the square created when these two numbers come together. The number 1 has been written in the square to show Mission Corpus Christi’s location.

DIRECTIONS: Use the grid system and the map of Texas to locate 10 more of Texas’s missions.

1. Follow the example above for locating each mission by going over and up. If a mission was located at ( 4,5 ), go over to 4 and up to 5.

2. When you locate a mission on the grid, write its number in the square.

3. Mission Corpus Christi has been placed for you as an example.

1 3 5 7 92 4 6 8 10 11 12 13 14123456789

10

1

MAPPING: SPANISH MISSIONS IN TEXAS


1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

38

37

36

35

34

33

32

31

30

29

28

27

26

25

24

23

22

21

20

19

18

17

16

15

14

13

12

11

10

9

8

7

6

5

4

3

2

1

TEXAS’SMISSIONS

Name ___________________________________

1Previ

ew

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SPANISH TERRITORY

LOUISIANAPURCHASE UNITED

STATES

PACIFIC NORTHWEST

You have already read about Spanish explorers in Texas and other areas in the West. Spain only controlled part of the land in America. France controlled the land along the western edge of the Mississippi River. Colonists from Great Britain controlled the land east of the Mississippi River. In 1776, while Spanish priests were busy building mission villages in Texas, the colonists east of the Mississippi River were � ghting for freedom from Great Britain. On July 4, 1776, the colonists signed the Declaration of Independence, declaring themselves free of Great Britain’s control. The 13 original colonies renamed themselves the United States of America. The United States was growing very quickly and needed more land. France and Spain controlled the land that the United States needed.

THE LOUISIANA PURCHASE In 1803, France agreed to sell its land, known as the Louisiana Territory to the United

States. The sale of the Louisiana Territory became known as the

Louisiana Purchase. The Louisiana Purchase cost the United States 15

million dollars and added 800,000 square miles of land to the United

States. This almost doubled the size of the United States and gave the United

States control of the Mississippi River. At only four cents per acre, the

Louisiana Purchase was a good deal for the United States. The map on the left

shows what the United States looked like back in the early 1800s.

As you can see, Spain still controlled most of the land west of the Louisiana Purchase,

including the area we now call Texas. When we look at a map of the United States today, we see that it is divided into 50 sections, or states. If you have a map of the United States in your classroom, ask your teacher to pull it down for you so you can see that Texas is part of these 50 states. In the early 1800s, Texas was not even listed on the map. Have you ever wondered how Texas � nally got to be part of the United States? To � nd the answer to this question, we need to go back to the 1800s.

TEXAS HISTORY LESSON FOUR


Have you ever wondered what it would have been like to live back in the 1800s, and explore Texas like the brave mountain men?

In this activity, you will travel back in time and write a story about when Texas was an unsettled and dangerous place to explore.

DIRECTIONS: • Before beginning your story, organize your thoughts by answering the � ve questions below. • Write your rough draft on separate paper and have it edited. Make sure you include all of the details from the � ve questions you answered. • Write your � nal draft on the special paper provided by your teacher. Attach extra paper if you need more space. • Be prepared to read your story aloud to the rest of the class!

Name ___________________________________

1. Describe who you were and what you looked like. __________________________________

______________________________________________________________________________ ______________________________________________________________________________

2. Explain your reason for traveling through the West._________________________________ ___________________________________________________________________

___________________________________________________________________

3. Describe the kinds of danger you faced along your journey. __________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

4. How did you survive in a place where Native American attacks were so common? _____

______________________________________________________________________________ ______________________________________________________________________________

5. Will we read about you someday? If so, how did you become famous? ________________

______________________________________________________________________________

______________________________________________________________________________

MOUNTAIN MAN STORY

Do Texas! © 2006-Revised Edition 2015splashpublications.com 162 Do Texas! © 2006-Revised Edition 2015

splashpublications.com 163

During the late 1700s and 1800s, mountain men made the dangerous journey into Texas to search for beaver and other fur bearing animals. The skins were used in the United States and Europe to make expensive fur hats. By the late 1850s, the fur trade had ended. Beaver hats were replaced with silk hats as the newest fashion in Europe. In this activity, you will follow written directions to draw a beaver.

DIRECTIONS: Very lightly sketch out the � rst step. Then, also very lightly add step 2. Continue in this way until all four steps are completed. In each drawing, the new step is shown darker than the step before it so that the lines can be clearly seen. You should keep your drawing very light.

1. Draw these shapes to form the head and body.

2. Add lines to form the legs, the feet, and the tail.

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By the end of the 1820s, news had reached the United States that there was plenty of land and adventure west of the Mississippi River. The United States had become too crowded. Families wanted to own huge areas of land where they could build houses and farms. The stories of brave mountain men and the success of pioneers like Stephen F. Austin made Americans want to travel West.

THE REPUBLIC OF FREDONIA (FRI•DOHN•YA) By 1830, there were more than 20,000 Americans and 4,000 black slaves living in Mexican controlled Texas. The Americans were tired of living by Mexico’s rules. Some of the Americans wanted to separate from Mexico and make their own rules and laws. They planned to form their own republic in Fredonia. In 1826, a small group of Americans in Texas rebelled. A gang of 30 American men captured the town of Nacogdoches (nah•kuh•DOE•chiz), declared the independence of the Republic of Fredonia, and threw the town’s mayor in prison. Mexican troops successfully fought back. The Republic of Fredonia failed.

NEW LAWS IN TEXAS The Mexicans grew fearful that they were outnumbered by the Americans in Texas. The Mexican government made some new laws. Americans were no longer permitted to enter Texas. Those who already lived in Texas were not allowed to bring in any more slaves. In addition, American settlers were required to pay taxes to the Mexican government. In October 1832, under the leadership of Stephen Austin, a group of American colonists in Texas wrote a letter to the Mexican government. They wanted the government to change the new laws. The Mexican government refused. Stephen Austin was sent to prison without a trial. Mexico sent General Antonio Lopéz de Santa Anna to Texas. General Santa Anna enforced the laws and made sure the Americans stayed loyal to Mexico.

TEXAS HISTORY LESSON FIVE


THE TEXAS REVOLUTION The Americans in Texas rebelled against General Santa Anna and his rules. In 1835, Stephen Austin was released from prison. He returned to Texas and found the Americans ready to � ght for freedom. A few months later, the Texas Revolution broke out. Austin took command of the Texas Army, but resigned after a few months. He felt his time could be used more wisely by traveling to the United States to borrow money and supplies to � ght the war.

THE BATTLE AT THE ALAMO Early in the war, the Americans took control of the city of San Antonio. They turned the Alamo Mission into a military fort. The � ag of Texas was proudly displayed high above the Alamo’s walls. General Santa Anna quickly sent Mexican troops to capture the Alamo and regain control of San Antonio. On February 23, 1836, more than 3,000 Mexican soldiers surrounded the Alamo. For 13 days, the Mexican troops blasted the Alamo with cannonballs. The thick adobe walls held � rm. Inside the fort, 182 Texans were armed with ri� es. They promised to � ght until victory or death. On March 6, the Mexicans’ cannon balls � nally tore a hole in the side of the Alamo. Before the end of the day, all 182 men inside the old mission were dead. Mexican of� cers reported that the Americans fought to the bitter end. Famous pioneer Davy Crockett reportedly died while standing on top of a mountain of dead Mexican soldiers that he had personally killed. He swung his ri� e wildly and refused to die. Minutes later, Davy Crockett was also dead.

DAVY CROCKETT AT THE ALAMO

• As General Santa Anna and his Mexican troops entered San Antonio, many Americans who lived in the area panicked and ran. In what became known as the Runaway Scrape, entire towns in Texas were left completely unprotected. • During the Runaway Scrape, Texans escaped to safety in Louisiana and Galveston Island. They took nothing with them and soon found themselves cold, hungry, and sick. Many of the runaways died trying to escape. • When the survivors of the Runaway Scrape returned, they found that their homes had been completely destroyed in the battles.

FAST FACTS


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will

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n re

ad a

bout

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s R

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n th

is a

ctiv

ity,

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d s

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urce

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e Te

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olut

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n th

e ne

xt tw

o pa

ges

to r

ecor

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info

rmat

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ore

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nnin

g yo

ur r

esea

rch,

ans

wer

the

two

ques

tion

s be

low

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1 B

ased

on

wh

at y

ou k

now

ab

out t

he

Texa

s R

evol

uti

on r

igh

t now

, wh

at is

the

mos

t im

por

tan

t th

ing

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thin

k p

eop

le

sh

ould

kn

ow a

bou

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e Te

xas

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olu

tion

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u th

ink

that

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earc

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P S

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TIO

NS:

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se th

e “W

hat I

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w”

colu

mn

of th

e ch

arts

on

the

next

two

page

s to

list

fact

s th

at y

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lrea

dy

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ut th

e Te

xas

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olut

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o K

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he c

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late

r.

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REPUBLICOF

TEXAS

• The Republic of Texas was so large it included the present-day state of Texas and parts of New Mexico, Colorado, Wyoming, Oklahoma, and Kansas.

FAST FACTS

On March 2, 1836, during the Texas Revolution, the American leaders in Texas declared their independence from Mexico and formed the Republic of Texas. On September 5, 1836, Sam Houston was rewarded for his leadership during the Texas Revolution when he was elected president of the Republic of Texas. Mirabeau Lamar was elected as vice president. President Houston and Vice President Lamar disagreed on many things. The two men developed a strong dislike for one another. In October, the First Texas Congress met. President Houston stressed the need for peace treaties with the Native Americans and raising money for a military force that could defend the new republic against attacks from Mexico. Most importantly, President Houston wanted Texas to become part of the United States.

PROBLEMS IN THE REPUBLIC OF TEXAS From the beginning, there were many problems in the Republic of Texas. Even though the Treaty of Velasco had been signed, Mexico refused to recognize Texas’s independence. Mexican raids were frequent in the new republic. The small nation also struggled with many � nancial dif� culties. The Republic of Texas had borrowed money from the United States to � ght the Texas Revolution. It had dif� culty � nding ways to pay the money back. The Texas Revolution had destroyed roads, communication systems, and homes throughout Texas. There was no regular mail delivery system and no money to � x any of these problems. Texas had plenty of farm land for growing crops and making money, but most of the land was inhabited by Native Americans. The Native Americans weren’t willing to give up their fertile land. Settlers were under constant attack by Native Americans, but the military was too weak to do anything about it.

TEXAS HISTORY LESSON SIX


During the 1830s, thousands of pioneer families left the crowded cities in the East and followed the Santa Fe Trail into the Republic of Texas in search of cheap land. The journey was a dangerous adventure that took most families in covered wagons four to six months to travel. Pioneers faced many challenges along the Santa Fe Trail. Sickness, lack of food, Native American attacks, and bad weather were some of the things that kept many pioneers from reaching Texas.

This activity will give you a chance to experience life as a pioneer on the Santa Fe Trail. As you make the journey with your family, you will keep a record of your adventures in a journal. A journal is a written record of events. Fortunately, many pioneers kept journals while traveling the Santa Fe Trail. Without these primary sources from people who were actually there, we would have a dif� cult time learning about the past.

DIRECTIONS:

1. Cut out the sample page and six blank journal pages. (Cut on the dotted lines so that each full page makes two half pages. This will actually give you 14 pages.)

2. Cut out and neatly color the front and back covers for your journal. (Cut on the dotted lines so that you have two half pieces.)

3. Put your journal together. Put the front cover on top, the back cover on the bottom, and your 14 journal pages in between. (The � rst page of your journal should be the sample page with the picture. The second page should be the sample page with just the writing. Place your other blank pages in the journal the same way.)

4. Staple your journal together along the left side of the cover.

5. Choose six of the eight events pictured to write about. (You can choose to draw some or even all of your own pictures.)

6. Cut out and neatly color each event that you have chosen.

7. Paste each event on the journal pages that have the blank square. (If you’re drawing your own pictures, draw them in the square.)

8. Write a journal entry for each event. As you write, keep in mind that each journal entry must be dated. The sample page starts your journal on April 1, 1837. The rest of your journal entries should be dated after April 1. Your journal should end the day you arrive in the Republic of Texas.

PioneerJournal


Apr

il 1,

1837

Toda

y is

the

first

day

of o

ur jo

urne

y to

Tex

as.

My

pa sa

ys

it is

the

first

day

of t

he r

est o

f our

live

s. I’

m n

ot

exac

tly su

re w

hat t

hat m

eans

, but

I’m

pre

tty

exci

ted

anyw

ay.

We

stop

ped

in a

tow

n ca

lled

Inde

pend

ence

to p

ick

up a

ll of

our

supp

lies f

or th

e tr

ip.

We

load

ed u

p on

eve

ryth

ing

!

Pa b

ough

t bul

lets

for

his g

un, c

offe

e, to

bacc

o fo

r hi

s pip

e, an

d

two

extr

a st

ring

s for

his

fiddl

e. M

a br

ough

t fr

uits

and

vege

tabl

es fr

om o

ur g

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n, fo

ur sl

abs o

f bac

on fr

om th

e ho

g

we

slaug

hter

ed,

and

plen

ty o

f cor

n flo

ur fo

r ho

mem

ade b

iscui

ts.

I don

’t th

ink

we

will

eve

r ru

n ou

t of f

ood.

Me?

I’m

jus

t hap

py

to h

ave

a se

at in

the

wag

on.

I spe

nt m

y m

oney

on

a ra

ttle

for

the

new

bab

y th

at M

a is

goin

g to

hav

e on

the

trip

. I a

lso

boug

ht fo

ur b

lack

lico

rice

whi

ps a

nd tw

o ja

w b

reak

ers.

To

shar

e, of

cou

rse.

I’m

a li

ttle

wor

ried

abo

ut m

akin

g it

safe

ly to

Texa

s. I’

ve h

eard

stor

ies o

f hos

tile

Indi

ans a

nd st

retc

hes o

f lan

d

with

out w

ater

or

shad

e. E

ntir

e fa

mili

es h

ave

been

lost

on

the

trai

l or

star

ved

to d

eath

. M

y pa

tells

me

that

I w

orry

too

muc

h

abou

t thi

ngs t

hat I

can

’t ch

ange

. I j

ust h

ope

that

eve

ryon

e in

my

fam

ily st

ays h

ealth

y an

d th

e ox

en r

emai

n st

rong

.


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The Republic of Texas lasted nine years, from 1836 to 1845. During that time, it was an independent nation with an organized government, a constitution, and all of the problems that came with defending itself against Native American attacks and outside enemies like Mexico. From the very beginning, Sam Houston, the republic’s � rst and third president, wanted Texas to become part of the United States. President Houston pointed out that the United States had an army to protect Texas against Mexico and other countries that might want to take control of Texas. Texas’s economy would be helped by selling and trading its cattle and farm crops with other states and countries.

SLAVERY IN TEXAS The United States considered annexing Texas, but the republic’s � nancial debts and struggles with Mexico made the United States government uncomfortable. In addition, Texas allowed slavery. There were many disagreements in the United States over the issue of slavery. The settlers who lived in the Southern part of the United States argued that they needed slaves to work on their cotton plantations. The settlers who lived in the Northern states felt it was wrong to own other human beings and force them to work without pay. The Northern states wanted slavery to end.

PRESIDENT ANSON JONES In 1844, former Texas Revolution soldier and doctor Anson Jones was elected president of the Republic of Texas. By 1845, the population of Texas had grown to more than 200,000 people. While waiting for the United States to offer annexation to Texas, President Jones made plans to sign another peace treaty with Mexico and become allies with Britain and France so Texas could � nally become an independent nation. On February 27, 1845, the United States Congress approved Texas’s annexation to the Union. At the same time, Mexico agreed to a peace treaty, paving the way for Texas to become an independent nation. Many Texans did not want to become an independent nation. They wanted to join the United States.

TEXAS HISTORY LESSON SEVEN


In 1929, the Texas Legislature adopted “Texas, Our Texas” written by William J. Marsh and Gladys Yoakum Wright as the state song. The words to the song are:

Texas, our Texas! All hail the mighty State!Texas, our Texas! So wonderful so great!

Boldest and grandest, Withstanding ev’ry test;O Empire wide and glorious, You stand supremely blest

[Refrain] God bless you Texas! And keep you brave and strong,That you may grow in power and worth, Thro’out the ages long.

Texas, O Texas! Your freeborn single star,Sends out its radiance to nations near and far.Emblem of freedom! It sets our hearts aglow,

With thoughts of San Jacinto and glorious Alamo.

[Refrain]

Texas, dear Texas! From tyrant grip now free,Shines forth in splendor your star of destiny!

Mother of heroes! We come your children true,Proclaiming our allegiance, our faith, our love for you.

[Refrain]

Since the song was adopted in 1929, it has been changed once. In 1959, Alaska joined the Union as the 49th state. Before Alaska’s statehood, Texas was the largest state in the nation. With Alaska’s adoption, Texas became the second largest state. As a result, the word “Largest” in the third line was changed by William J. Marsh to “Boldest.” Certain guidelines must be followed when “Texas, Our Texas” is performed. If the state � ag is displayed during the performance, everyone present, except those in military uniforms, should remove their hats and stand facing the � ag with their right hands over their hearts. Those in military uniforms should salute the � ag during the entire song. Individuals who are not citizens of Texas should simply stand at attention during the song. If the state � ag is not displayed during a performance of the song, those present should face toward the music and act as if the � ag is being displayed. In addition, if the national anthem and the state song are both performed, the state song should come after the national anthem.

FAMOUS SYMBOLS: STATE SONG


DIRECTIONS: Pretend you are part of the Mexican War. Decide what part you play in the war. Write a letter to someone back home. Tell him or her about your adventures. Make sure that your letter includes:

HEADING: Write your school name on the � rst line, your school address on the second line, and today’s date on the third line. GREETING: This is where you write the name of the person to whom you are writing. The Greeting usually starts with Dear _____________ and always ends with a comma. BODY: This is where you write your letter. The � rst sentence of the Body is always indented a few spaces. CLOSING: This is where you end your letter. The Closing should match the type of letter you are writing. If the letter is to someone you don’t know very well, you might use Sincerely or Best Regards. If the letter is to a friend, you might use Your Friend or Love. The Closing always ends with a comma. SIGNATURE: The Signature is the of� cial end to your letter. The Signature is always in cursive.

•Before beginning your letter, organize your thoughts by answering the four questions on the next page. • Write your rough draft on separate paper and have it edited. • Write your � nal draft on the special paper provided by your teacher. • When you are � nished with your � nal draft, place it in the envelope that your teacher will give you. Properly address the envelope.

Have you ever wondered what it would have been like to be alive during the Mexican War? What part do you think you would have played in the war? Maybe you would have been a soldier, � ghting on the front line. Or maybe you would have been a commander like Colonel Stephen Kearney or Kit Carson. Perhaps you would have been a doctor or nurse caring for the wounded, or a Native American � ghting for your land. Imagine the stories you would have to tell your friends and family when you returned from the war.

THE Mexican War

Name ___________________________________


• Use your scissors to cut out the envelope along the bold black lines.• Fold the envelope along the dotted black lines.• Slip your letter inside the envelope, and seal the back of it with a single piece of tape or a sticker.

• Turn the envelope so the stamp is in the upper right-hand corner. Write the address of the person the letter is going to in the center of the envelope.• Put your return address in the upper left-hand corner of the envelope.

DIRECTIONS:

U

X

S

X

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It takes many people to make sure that a state runs smoothly and everyone gets the protection he or she deserves. Imagine what Texas must have been like in the early days. The � rst American settlers traveled along the Santa Fe Trail, bought cheap land, and started mining, farming, and ranching. The pioneers could do pretty much as they pleased. As more people entered Texas, they also claimed land and built settlements wherever they wanted. There was no weekly trash collection. People threw their garbage into the streets and the rivers. Robberies, � ghts, and Native American raids were frequent. When arguments broke out, they were settled with � sts and guns. The biggest and meanest people usually got what they wanted. There were no rules in place, so people took things that didn’t belong to them. Nobody felt safe. Fortunately, things have changed in the Lone Star State. Just like in all other states, there are people in Texas who make the laws, people who make sure the laws are obeyed, and others who take care of law breakers and punish them. These people are all part of Texas’s government.

TEXAS’S CONSTITUTION In 1836, the Republic of Texas wrote and adopted the � rst of many constitutions used throughout Texas’s history. Texas’s present constitution was written in 1876. Like the other 49 states in the Union, the state constitution outlines the way the state’s government will be run. Although it has never been completely rewritten since 1876, the constitution has been amended, or changed, more than 350 times. Once the legislature has approved a constitutional amendment, it must be voted on by the citizens. A majority of the voters must approve the amendment before it can take effect. Some of the most important amendments to Texas’s constitution include giving citizens the right to suggest or change laws through the voting process; granting women, blacks, and Native Americans the right to vote; and establishing a public school system that is paid for by the taxes people pay on the property they own.

TH

EST

ATE OF

TEX

AS

TEXAS GOVERNMENT & ECONOMY LESSON THREE


TEXAS’S STATE GOVERNMENT The state government makes laws for the whole state of Texas. The head of the state government is the governor. Texas’s governor is elected by the people once every four years. Because of an amendment passed in 1974, governors in Texas may be elected to serve the people for an unlimited number of four-year terms. The governor has many men and women to help make and enforce the laws of the state. Austin is the capital of Texas. The capital city is the central place of government for the state. The governor and all of the state leaders have their of� ces in the capital city. Many important decisions for Texas are made in Austin.

TEXAS’S CAPITOL Texas has the largest capitol building of any state in the Union. It is even taller than the United States Capitol building in Washington, D.C. It took three years to build Texas’s capitol building. It is made of pink Texas granite, stands more than 300 feet tall, and is 566 feet long. On top of the capitol building’s round iron dome stands a statue called the Goddess of Liberty. Inside of the capitol are life-size statues of Stephen F. Austin, the Father of Texas, and Sam Houston, the Republic of Texas’s � rst president.

THREE BRANCHES OF GOVERNMENT Texas was the 28th state to join the United States. Twenty seven other states had already set the standard for the way Texas’s government would be run. You have already learned that 58 years before Texas became a state, the United States Constitution was written. The United States Constitution clearly outlined the rules for federal and state governments. All federal and state governments in the United States, including Texas’s, are divided into three branches. These branches of government are the legislative, executive, and judicial (joo•DIH•shul) branches.

STEPHEN F. AUSTIN

• Stephen F. Austin is known as the Father of Texas. In 1822, Austin brought the � rst 300 American families and their black slaves to Mexican-controlled Texas. The Colony of Austin was founded between the Brazos and Colorado rivers. In all, Stephen Austin was responsible for the settlement of more than 1,200 American families in Texas.

FAST FACTS


2 These are people who enjoy the freedom to vote and participate in government decisions.

4 The judicial branch makes sure these are followed.

6 This important document outlines the way the state government will be run.

8 Texan Lyndon B. Johnson took over as president after this man was assassinated.

10 The governor can use this power and refuse to approve a law.

You have been learning about Texas’s government and how many people it takes to make a state run smoothly. In this activity, you will answer questions about Texas’s government and then use the answers to solve a puzzle about Texas.

DIRECTIONS: 1. Use your written information about Texas’s government to answer the questions below.

2. Write your answers in the spaces provided, one letter on each line.

3. After you have answered all of the questions, use the letters that are circled to color in the boxes of the puzzle on the next page. For example, if the letter “d” is circled in one of your answers, you must color in all of the boxes containing the letter “d” in the puzzle. Coloring in the correct boxes will give you a special message about Texas.

1 This branch of government is responsible for carrying out the laws and running the state.

3 This statue sits on top of the iron dome of the capitol building.

5 This city is the capital of Texas.

7 This person is the head of the state government.

9 This man is known as the Father of Texas.


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CADDO

TIGUA AND JUMAN

KARANKAWA

COAHUILTECAN

HUNTING TRIBES

If you had visited Texas before the arrival of Spanish and French explorers, you would have found thousands of Native Americans roaming through Texas’s deserts, mountains, forests, and coastal areas. Native Americans were once the only people living in Texas. The hunters wandered across Texas in search of mammoths and bison. They gathered nuts, berries, grains, and roots along the way. As the climate of Texas became drier and hotter, the large wild animals moved to cooler climates. Texas’s � rst people learned to survive by hunting smaller animals and planting seeds for growing food. Farming made it easier for Texas’s � rst people to settle in one place.

TEXAS’S EARLY NATIVE AMERICANS The Caddo were the � rst farmers and the most advanced group of Native Americans in Texas. The Caddo built large grass-covered dwellings that looked like giant beehives. They used the fertile soil along the Neches (NECH•iz) River to grow crops of corn, sun� owers, and pumpkins. The Tigua (TEE•gwah) and Juman lived in far West Texas in small villages known as pueblos. Pueblo tribes were known for building large apartment-style dwellings with many rooms in them. Some of these buildings were four or � ve stories high with hundreds of families living together. The Karankawa (cair•an•COW•wah) people lived along the Gulf Coast of Texas from Galveston Bay to Corpus Christi Bay. The Karankawa traveled in canoes that they carved from the trunks of large trees. They � shed for turtles, crabs, and oysters in the coastal waters, hunted deer with bows and arrows, and gathered wild plants. The Coahuiltecan (kwah•weel•TA•kan) lived in south-central Texas where the climate was hot and dry. The soil was too dry for farming. To survive, the Coahuiltecan lived on seeds, ant eggs, spiders, worms, dirt, and even rotten wood. Several groups of Native Americans followed herds of buffalo and elk into the Great Plains region of Texas. These hunters carried their homes, or tepees (TEE•pees), on their backs. Tepees were cone-shaped dwellings made of poles and covered with animal skins. Tepees were light enough to carry and easy to quickly set up and take down when the animals moved.

TEXAS GOVERNMENT & ECONOMY LESSON FIVE


Texas is the second most populated state in the nation. Texans come from many different cultures. Native Americans, Asians, African Americans, Latinos, and Anglos are part of more than 20 million people who live in Texas’s cities and towns. Each is part of Texas’s colorful past and promising future.

TEXAS’S NATIVE AMERICANS You have already studied about Texas’s Native American cultures. Once the largest group of people living in Texas, Native Americans now make up less than one percent of the state’s population. From the time the � rst French and Spanish explorers entered Texas, Native Americans have suffered. They were kidnapped by Spanish soldiers and forced to work at the Spanish missions. Thousands died from epidemic diseases brought by French, Spanish, and American settlers. After the Spanish missions closed, Texas’s Native Americans watched helplessly as Mexican and American settlers trampled through their villages and built homes right in the middle of Native American hunting and gathering areas. The United States government forced many of the tribes to sign treaties giving up huge pieces of land. Others were forced out of Texas completely and sent to live on reservations in Oklahoma.

FIGHTING BACK During the past 100 years, Native Americans in Texas and all over the United States have fought back in a different way. They hired lawyers and told their stories to judges. They wanted the United States government to treat them fairly. In 1924, citizenship was granted to all Native Americans born in the United States. Even after becoming United States citizens, it took a long time before Native Americans were allowed to vote in all 50 states. Today, many of Texas’s Native Americans live on federally recognized reservations. Tribal governments are free to write their own constitutions, elect government leaders, and make their own rules and laws. As United States citizens, Native Americans enjoy the same rights and freedoms as other citizens born in the United States. They may vote and become government leaders at the federal and state levels. At the same time, Native Americans have the freedom to participate in their tribal governments. We might one day see a Native American president or vice president of the United States.

TEXAS GOVERNMENT & ECONOMY LESSON SIX


Texas is the second most populated state in the nation. Many different cultures including Native Americans, Asians, African Americans, Latinos, and Anglos are part of more than 20 million people who call Texas home. In this activity, you will collect facts about one of these cultures to make a game called “Find the Fib.”

DIRECTIONS:

1. Choose the culture that you will use to make the game “Find the Fib.” You will � nd information about each culture in your “People in Texas” lesson.

2. Use your scissors to cut apart the “Find the Fib” cards given to you by your teacher. You will need 20 cards. (You may either choose cards with pictures already on them or blank cards for drawing your own pictures.) Neatly color the picture on each card.

3. Use your information about People in Texas as well as primary and secondary sources that include encyclopedias, books in the library, and the Internet to � nd 15 true facts about the culture you have chosen.

4. Write each fact on a separate card. Try to � t the whole fact on one side of the card.

5. Make up 5 false facts, or “� bs” about your chosen culture. Make the � b as believable as possible so that it can’t be easily seen as a � b.

6. Write each � b on a separate card, just like you did with the true facts. Again, try to � t the whole � b on one side of the card. 7. Mix and shuf� e all of the cards together, so the true facts and � bs are mixed together. 8. Number the cards 1-20. 9. Make yourself an answer key so you will know which cards are the true facts and which cards are the � bs. 10. Give your cards to 2 or 3 other people in the class to see if they can � nd the true facts and the � bs.

Native Americans in Texas were forced to sign treaties and give up huge pieces of land.

SAMPLE CARD

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Economy is a word used to describe the way people make money. No matter where you live, you must be involved in some activity that provides a way for you and your family to survive. Food, clothing, and shelter are basic needs in your family and every community throughout the world. These things are usually not given away for free. People must trade their time and labor for money. In America, we have a free enterprise system. This means that we are free to choose the type of work we will do to make the income we need. If we want to work for a company, the owners of the company may require us to be educated about the company’s products or the way the company does business. We may also be required to learn certain skills before working for a company. Some jobs pay more than others. It’s important to learn the skills and get the education for the job you want. ENTREPRENEURS (ON•TRAH•PAH•NEW•ERS) Many people choose to make the money they need by running their own companies. These people are known as entrepreneurs. If you have ever sold lemonade on a hot summer day or cut your neighbor’s lawn and trimmed the bushes, you are an entrepreneur. Entrepreneurs decide how much money to charge for a product or service. They are responsible for running their companies. They enjoy the freedom of making their own rules. Good entrepreneurs can make a nice pro� t running their own companies. Of course, there are risks involved in becoming an entrepreneur. If you work for a company that sells lemonade and the weather turns cold, people may stop buying lemonade. The owner of the company will lose money. You, however, will still receive a paycheck because you work for someone else. If you own the company and nobody buys your lemonade, you will not make the money to buy the things you need. Entrepreneurs often risk large amounts of their own money to start their companies. If the product or service doesn’t sell, entrepreneurs could lose everything they have invested into their companies.

TEXAS GOVERNMENT & ECONOMY LESSON SEVEN


GAIL BORDEN, JR. Gail Borden, Jr. was a famous inventor, publisher, and founder of the Borden Company. During the 1850s, he invented a way to condense milk, fruit juices, beef, and coffee so they would stay fresh without refrigeration. Borden’s condensed foods were in high demand during the Civil War, when soldiers needed good food that didn’t have to be kept cold. After the Civil War, Borden helped Texas’s economy when he established a meat-packing plant in Borden, Texas. He used his � nancial success to help others. He opened schools for both black and white children and helped build � ve churches. Borden also gave money to poor teachers, missionaries, and students.

JOSEPH GLIDDEN Joseph Farwell Glidden was born in Clarendon, New York. He became a school teacher,

but after marrying Clarissa Foster in 1837, he purchased a small farm in Texas. He was determined to � nd a way to keep his livestock from escaping and protect his crops from being trampled.

In 1874, Glidden invented barbed wire. Using a coffee bean grinder, he twisted pieces of wire together and placed them at different places along another smooth wire. The “barbs” stuck up and kept people and animals from entering or leaving his property. Joseph Glidden’s simple invention made it possible for farmers and ranchers to protect their crops and fence in their livestock. It also made Glidden one of the wealthiest men in the nation. In 1877, Joseph Glidden was declared the “Father of Barbed Wire.” Before his death in 1906, Glidden owned a 250,000 acre ranch in Texas, a hotel, a bank, and a newspaper.

FAMOUS TEXAN ENTREPRENEURS

FAST FACTS

• In 1850, Gail Borden risked $100,000 on an invention he called the “meat biscuit.” The meat biscuit was a mixture of dehydrated beef and � our. Borden moved to New York to promote his product, but gave up after spending thousands of dollars with no success. He then focused on one of his most successful inventions, condensed milk.• Joseph Glidden gave 63 acres of his land as a site for the Northern Illinois Normal School. The school opened on September 12, 1898, with 139 students. In 1957, the school’s name was changed to Northern Illinois University.

BARBED WIRE


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In 1901, oil was discovered in Beaumont, Texas. Since that discovery, Texas has produced more oil and natural gas than any other state. By 1972, Texas was producing more than three million barrels of oil each day. In 2002, Texas produced 17 percent of the nation’s oil, bringing more than 37 billion dollars to the state’s economy, and supplying workers with nearly 800,000 jobs.

In this activity, you will use cardinal and intermediate directions to locate some of Texas’s oil � elds.

North, south, east, and west are the cardinal directions. On a map these directions are labeled N, S, E, and W.

Between the four main directions are the intermediate directions. Northeast, or NE, is the direction between north and east. Southeast, or SE, is the direction between south and east. Southwest, or SW, is the direction between south and west. Northwest, or NW, is the direction between north and west.

You will also need to use reference points to � nd Texas’s oil � elds. A reference point is simply a starting point. It’s dif� cult, for example, to travel north if you don’t have a starting point.

EXAMPLE: In 1940, the town of Hawkins had just 200 residents. Then, in October of that year, oil was discovered three and a half miles north of town. The population of Hawkins exploded to 1,200 people within six months. Every year in October, Hawkins celebrates its oil-based economy with an Oil Festival.

Hawkins Oil Field is located north of Big Thicket National Preserve.

This example gives you some very important information. It tells you that your reference point, or starting point, will be Big Thicket National Preserve. Locate Big Thicket National Preserve on your Texas map. Put your � nger on the preserve and slide it north. You should see a symbol representing Hawkins Oil Field already placed there for you.

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MAPPING: TEXAS’S OIL FIELDS

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By the early 1900s, Texas’s economy was booming. Many new businesses had opened in Texas. Oil and manufacturing were two of the most important industries in Texas. Cities and towns grew as more Texans found jobs in the state’s re� neries, food processing plants, and textile factories. There were plenty of jobs for everyone. In 1914, World War I started. It was the biggest war that the world had ever seen. The United States did not plan to enter the war. Instead, the United States sent money and supplies to Europe, where the war was being fought. In 1917, Germany sank several United States cargo ships. The United States declared war on Germany and entered World War I.

UNPREPARED FOR BATTLE The United States had not planned to enter World War I. Our military troops were not ready for battle. In Texas, army and naval bases became important training centers for the United States Army. Afraid that Mexico would help Germany, soldiers from the Texas National Guard were sent south to guard the border between Mexico and the United States. Others guarded the openings to Texas’s important seaports along the Gulf of Mexico. Two hundred thousand Texans volunteered to � ght during World War I. In addition, 450 Texan women served as nurses. Ranchers slaughtered cows and farmers in Texas planted war gardens to feed the soldiers. In order to provide enough food for the men and women � ghting the war, Texans conserved food by giving up sugar, fat, wheat, beef, and pork on certain days of the week.

THE END OF WORLD WAR I World War I ended in 1918. More than 100,000 Americans had lost their lives. One nurse and more than 5,000 Texan soldiers were among the dead. The United States and its allies had successfully defeated Germany. The economy of Texas and the rest of the United States had been helped by the war. Training soldiers, guarding the borders, and supplying the soldiers with food had all been paid for by the United States government. When World War I ended, so did the need for Texas’s resources. With no soldiers to train and no food to ship to Europe, businesses weren’t making any money. Workers suddenly found themselves unemployed. Without jobs, families couldn’t afford to buy the things they needed.

TEXAS GOVERNMENT & ECONOMY LESSON EIGHT


THE NEW DEAL In 1933, Franklin D. Roosevelt became the thirty second president of the United States. When Roosevelt’s presidency began, there were 13 million people without jobs and almost every bank in the United States was closed. President Roosevelt planned to help Texas and the rest of the United States with a program he called the New Deal. Under President Roosevelt’s plan, all banks were shut down until they could be inspected by the government. Banks that were permitted to reopen had to guarantee that Americans would never again lose all of their savings. The New Deal put thousands of people back to work repairing roads, cleaning parks, building dams, and restoring our nation’s forests. Texans were put to work building roads and more than 30 state parks. Farmers in Texas and the rest of the United States who were willing to grow crops and raise animals that the nation needed were given money by the government.

THE END OF THE GREAT DEPRESSION The New Deal helped Americans � nd jobs so they could get their homes back. President Roosevelt’s plan also helped Americans feel more secure by providing money for people who were too old or sick to work. It also aided people who had been injured or lost their jobs. For the � rst time in America, the government set up a minimum wage. Laws were passed that made it illegal for children under a certain age to work. Native Americans in Texas and the rest of the United States also bene� ted from President Roosevelt’s New Deal. The Indian Reorganization Act of 1934 stopped the sale of tribal lands and gave land back to the Native American groups. The New Deal brought the United States out of the Great Depression.

FRANKLIN D. ROOSEVELT


During the 1930s, Europe was going through a Great Depression much like the United States. Two European countries, Germany and Italy, allowed dictators to take over their governments. Together with Japan, they declared war on their neighbors. Germany, Italy, and Japan were known as the Axis Powers. The Axis Powers planned to take over the world.

THE BEGINNING OF WORLD WAR II In 1939, Great Britain and France, two allies of the United States, declared war on the Axis Powers. This started World War II. The United States was not worried at � rst. President Franklin Roosevelt promised that the United States would not get involved in the war. By the summer of 1940, Germany had defeated France. Germany planned to attack Great Britain next. The United States became concerned. It even began to spend money training its soldiers and making weapons. Still, the United States decided not to get involved in the war. Great Britain fought hard against Germany. In January 1941, President Roosevelt and the leaders of the United States � nally met with Great Britain’s leaders. Great Britain really needed the help of the United States to defeat Germany and the Axis Powers. Instead of going to war, the United States gave 50 billion dollars in weapons to Great Britain to use during the war. President Roosevelt hoped that supplying its allies with weapons would keep our country from actually going to war.

ATTACK ON PEARL HARBOR The United States and Japan had not been friendly with each other for quite awhile. The United States did not like the way Japan treated France. To help France, the United States stopped sending important products to Japan. The United States and its allies also stopped Japan from purchasing oil. They hoped that Japan would not be able to fuel its airplanes and ships. By 1941, Germany had taken over most of Europe. Japan made secret plans to take control of Asia. Only the United States stood in Japan’s way. On December 7, 1941, Japan launched a surprise air attack on Pearl Harbor in Hawaii. Pearl Harbor was a United States Naval Base. The attack lasted less than two hours. More than 2,400 Americans were killed. Japan sank or damaged eight American battleships, 13 other naval vessels, and over 150 airplanes. On December 8, 1941, one day after the attack on Pearl Harbor, the United States entered World War II.

TEXAS GOVERNMENT & ECONOMY LESSON NINE


1. Your teacher will give you two pages with Thunderbolt Plane patterns. Color the plane body, nose weights, wings, and tail.

The P-47 Thunderbolt, also known as the T-Bolt, Juggernaut, or Jug, was the largest single-engined � ghter plane in the skies during World War II. The P-47 could reach speeds of 412 miles per hour! Pilots who � ew it into combat called it “unbreakable,” and “the plane that could do anything.”

In this activity, you will follow written directions to make a model of the famous P-47 Thunderbolt.

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