Gourmet
Learning
®
Social Studies
7th Texas History
TM
Appetizers
TM
Ready-to-use resources for differentiated instruction
Gourmet Learning®
1.800.900.2290 • Web: www.gourmetlearning.com
Gourmet Curriculum Press, Inc.©
Author: Julie Norman, B.A.
Senior Editor: Jan Garber, M.Ed..
Supervising Editor: John Garber, M.A..
Layout and Design: Melissa Goede
Illustrations: The graphics used throughout our books were obtained from the Clip Art Software produced
by T. Maker of CA. We appreciate their permission to use their product as a part of our publications.
Printed by: Gourmet Curriculum Press, Inc., New Braunfels, TX
Production: Melissa Goede
Revised 2015; Copyright © 2008 by Gourmet Curriculum Press, Inc., New Braunfels,
Texas. All rights reserved. No portion of this publication may be reproduced,
stored in a retrieval system, or transmitted in any way or by any means (electronic,
mechanical, photo copying, recording, or otherwise) without the prior written
consent from Gourmet Curriculum Press, with the exception of the following:
Reproduction of these pages in any way for use by the individual purchaser in his/
her classroom is permissible. ANY OTHER REPRODUCTION OF THIS WORK IS
STRICTLY PROHIBITED.
PRINTED IN THE UNITED STATES OF AMERICA
ii
Gourmet Curriculum Press, Inc.©
Gourmet
Learning
®
Appetizers
TM
Teacher note: This book is a unique cross-curricular compilation of social
studies content and reading comprehension skills. The content includes
short reading passages and graphic organizers that address Texas History
content from early times to the present. The Appetizers are intended to build
upon and review students’ prior knowledge of Texas History during this
time period as well as foster their understanding of historical, economical,
political and cultural events that impacted this time period. We have
integrated the social studies content with comprehension reading skills
questions to provide powerful high-protein Appetizers that blend smoothly
the best of both disciplines. Questions are specifically targeted to range
across Bloom’s Taxonomy with emphasis on critical thinking, analysis and
evaluation skills. Each recipe card is labeled with the 7th grade reading
skill and the corresponding TEKS objective number.
Answer key pages follow each Appetizer page and have an “A” next
to the page number. Answer key pages contain a full definition of each
of the reading instructional targets used with each Appetizer so there is
consistency across the curriculum for students. These provide an excellent
opportunity for that “teachable” moment.
The Appetizers were specifically written to the Texas Knowledge and Skills
7th grade History. The social studies TEKS and objective numbers are
included on cover pages vii-xvi as well as on each individual Appetizer.
The reading TEKS and corresponding numbers are included on each
individual Appetizer question, and in-depth TEKS reading skills’
definitions are included on each answer key page.
Gourmet Curriculum Press, Inc.©
iii
TM
Index of Skills
Texas History
(b) Knowledge and Skills - Correlations
(1) History. The student understands traditional historical points of reference in Texas
history. The student is expected to:
(A) identify the major eras in Texas history describing their defining characteristics; and explain why historians divide the past into eras, including Natural Texas and its People; Age of Contact; Spanish Colonial; Mexican National: Revolution and Republic; Early Statehood; Texas in the Civil Wat and Reconstruction; Cotton, Cattle, and Railroads; Age of Oil; Texas in the Great Depression and World War II; Civil Rights and Conservatism; and Contemporary Texas;
p. 17, 54
(C) explain the significance of the following dates: 1519, mapping of the Texas coast and first mainland Spanish settlement; 1718, founding of San Antonio; 1821, independence from Spain; 1836, Texas independence; 1845, annexation; 1861, Civil War begins; 1876, adoption of current state constitution; and 1901 discovery of oil at Spindeltop.
p. 41, 43, 53
e
(B) apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods;
p. 6, 17
pl
(2) History. The student understands how individuals, events and issues through the
Mexican National Era shaped the history of Texas, The student is expected to:
(A) compare the cultures of American Indians in Texas prior to European colonization
such as Gulf, Plains, Puebloan, and Southeastern;
p. 5, 6, 7
m
(B) identify important individuals, events, and issues related to European colonization such as Alonso Alvarez de Pineda, Álvar Núnez Cabeza de Vaca and his writings, the search for gold, and the conflicting territorial claims between France and Spain;
(C) identify important events and issues related to European colonization of Texas, including the establishment of Catholic missions, towns, and ranches, and individuals such as Fray Damián Massanet, José de Escandrón, Antonio Margil de Jesús, and Francisco Hidalgo;
p. 7, 9, 11
p. 8, 9, 10
Sa
(D)identify the individuals, issues, and events related to Mexico becoming an independent nation and its impact on Texas, including Texas involvement in the fight for independence, José Gutiérrez de Lara, the Battle of Medina, the Mexican federal Constitution of 1824, the merger of Texas and Coahuila as a state, the State Colonization Law of 1825, and slavery;
p.14
Updated February 2015
©
Gourmet Curriculum Press, Inc.
vii
Index of Skills
Texas History
(E) identify the contributions of significant individuals, including Moses Austin, Stephen F. Austin, Erasmo Seguín, Martín De León, and Green DeWitt, during the Mexican settlement of Texas;
p. 12, 13
(F) contrast Spanish, Mexican, and Anglo purposes for and methods of settlement in Texas.
p. 13
pl
(A) trace the development of events that led to the Texas Revolution, including the Fredonian Rebellion, the Mier y Terán Report, the Law of April 6, 1830, the Turtle Bayou Resolutions, and the arrest of Stephen F. Austin;
p. 15, 16, 17
(B) explain the roles played by significant individuals during the Texas Revolution, including George Childress, Lorenzo de Zavala, James Fannin, Sam Houston, Antonio López de Santa Anna, Juan N. Seguín, and William B. Travis;
p. 16, 17, 19, 20, 21
(C) explain the issues surrounding significant events of the Texas Revolution, including the Battle of Gonzales, William B. Travis's letter "To the People of Texas and All Americans in the World," the siege of the Alamo and all the heroic defenders who gave their lives there, the Constitutional Convention of 1836, Fannin's surrender at Goliad, and the Battle of San Jacinto;
p. 14, 15, 22, 23, 24
m
e
(3) History. The student understands how individuals, events, and issues related to the
Texas Revolution shaped the history of Texas. The student is expected to:
(D) explain how the establishment of the Republic of Texas brought civil, political, and religious freedom to Texas.
p.
Sa
(4) History. The student understands how individuals, events, and issues shaped the
history of the Republic of Texas and early Texas statehood. The student is expected to:
(A) identify individuals, events, and issues during the administrations of Republic of Texas Presidents Houston, Lamar, and Jones, including the Texas Navy, the Texas Rangers, Edwin W. Moore, Jack Coffee Hays, Chief Bowles, William Goyens, Mary Maverick, José Antonio Navarro, the Córdova Rebellion, the Council House Fight, the Santa Fe Expedition, public debt, and the roles of racial and ethnic groups;
p. 21, 25, 30
(B) analyze the causes of and events leading to Texas annexation;
p. 23, 24
viii
(C) identify individuals, events, and issues during early Texas statehood, including the U.S.-Mexican War, the Treaty of Guadalupe-Hidalgo, population growth, and the Compromise of 1850.
p.26, 27, 28
Gourmet Curriculum Press, Inc.©
Texas History 7th
Appetizers
Directions: Read the information from the chart and use with questions,
page 2 and answer key page 2 A
Texas Geography - (b)(8)(A); Social Studies Skills - (b)(21)(C)
pl
m
Sa
Gourmet Curriculum Press, Inc.©
e
Gulf Coast Plains • southeastern part of the state
• along the Gulf Coast
• consists of barrier islands and protected
bays like Galveston Bay
• soil is rich and moist partly because of
the many rivers leading into the bay
• cities include Corpus Christi, Brownsville, and Houston.
Prairie Plains
• west of Coastal Plain
• consists of rolling hills and rich dark soil
mostly known for its cities like Austin on
the southern end and Dallas/Ft. Worth to
the north
Rolling Plains
• west of Prairie Plains
• end at steep cliff called Caprock Escarpment
Great Plains
• cover west side of Panhandle, westcentral,
• and central Texas
• cover almost to Austin and San Antonio
• tablelands in some parts, dry flat and
• treeless in others
• corn, wheat, sorghum grown in portions
of Great Plains
• fewest amount of people
Basin and Ridge • far western section of Texas
• includes Guadalupe Mountains and Rio
Grande
• El Paso and Big Bend National Park
1
Texas History 7th
Appetizers
Use with text, page 1 and answer key page 2 A.
Comprehension of Text - Summarization Fig 19(E)
A better title for this passage might be—
B Understanding the Gulf Coast
e
A The Rolling Plains of Texas
C Plains, Basin, and Ridge: Regions of Texas
pl
Informational Text/Expository Text - Implied Main Idea - (b)(10)(A)
Choose the best main idea statement for the chart.
F Most of Texas is covered by the hills and dark soil of
the Rolling Plains.
G There are several different geographical areas of
Texas.
m
Gourmet Curriculum Press, Inc.©
D Mountains and the Gulf Coast
H The Great Plains region covers most of central Texas
and part of the Panhandle.
J The most important regions of Texas include the Gulf
Coast Plain and the Basin and Ridge.
Sa
Vocabulary Development - Structural Analysis (b)(2)(B)
Another word for escarpment might be—
A a piece of grassland used to grow hay
B a large area of flat land with few trees
C an area of fairly level high ground
D a long steep slope at the edge of a plateau
2
Ingredients For Success
e
Comprehension of Text - Summarization Fig. 19)(E);
pl
Students use a flexible range of metacognitive reading skills in both assigned and
independent reading to understand an author’s message. Students will continue
to apply earlier standards with greater depth in increasingly more complex texts
as they become self-directed, critical readers. (SE) The student is expected to:
restate in a concise form what the author has said. The main idea of the passage
must be retained, but elaboration should be eliminated
C Plains, Basin, and Ridge: Regions of Texas
Informational Text/Expository Text 7(b)(10)(A)
m
Students analyze, make inferences and draw conclusions about expository text
and provide evidence from text to support their understanding. (SE) Students
are expected to: evaluate a summary of the original text for accuracy of the
main ideas supporting details and overall meaning.
G There are several different geographical areas of Texas.
Vocabulary Development - Structural Analysis - 7(b)(2)(A)
Sa
Structural analysis is a word identification strategy that uses knowledge of Greek
and Latin roots, derivatives and prefixes and suffixes in order to determine the
meanings of new words. A prefix will only modify the meaning of the root word,
whereas a suffix will change the root word’s part of speech as well as its meaning.
(SE) Students are expected to: determine the meaning of grade-level academic
English words derived from Latin, Greek, or other linguistic roots and affixes;
D a long steep slope at the edge of a plateau
2A
Gourmet Curriculum Press, Inc.©
Texas History 7th
Appetizers
History - (b)(2)(C); Geography -(11)(A) -Missions and the Native Americans
pl
Comprehension Skills - Summarization - Fig (19)(E)
Which of the following is the best summary of the information in the
passage?
m
A France entered Texas and built Fort St. Louis. Angered by this, the
Spanish established several missions to educate Native Americans
and claim more of Texas for themselves.
B Spanish missions were created to teach Native Americans about
Christianity. The Spanish also taught Native Americans how to grow
new crops.
C Native Americans, due to their contact with Europeans at the
Spanish missions, contracted several diseases. They then began to
resent the Europeans.
Sa
Gourmet Curriculum Press, Inc.©
e
Once France entered Texas and built Fort St. Louis, the Spanish decided
it was time to establish more settlements in the area. They did not want
France to take control of the vast lands of Texas. So they created several
missions. These missions consisted of a church which was sometimes
protected by a fort. In the missions, Native Americans could find shelter
and learn about Christianity. The Spanish also taught the Native Americans
how to plant new crops like beans and watermelon. The first of these
missions was built in east Texas in 1690. Others soon sprung up in cities
like El Paso and what is now San Antonio. Though the missions were
helpful in some ways, they also brought Native Americans into contact
with diseases like small pox. Since they had never encountered this
disease before, their bodies could not fight it. Many Native Americans
died and many more began to resent the Europeans and the missions.
D The first Spanish mission was built in 1690 in east Texas. Others
were then created in El Paso and in what is now San Antonio. These
missions were sometimes protected by a fort.
Information Text/Expository Text - Organizational Patterns - (b)(10)(C)
Native Americans began to resent the missions and Europeans
because—
F they had to grow new crops
G many died from diseases
H they wanted to side with the French
J the Europeans taught them about Christianity
11
e
Ingredients For Success
Comprehension Skills - Summarization - Fig (19)(E)
pl
Students use a flexible range of metacognitive reading skills in both assigned and
independent reading to understand an author’s message. Students will continue
to apply earlier standards with greater depth in increasingly more complex texts
as they become self-directed, critical readers. (SE) Summarize, paraphrase, and
synthesize texts in ways that maintain meaning and logical order within a text and
across texts.
m
A France entered Texas and built Fort St. Louis. Angered by this, the Spanish
established several missions to educate Native Americans and claim more of
Texas for themselves.
Information Text/Expository Text - Organizational Patterns - 7 (b)(10)(C)
Sa
Students analyze, make inferences and draw conclusions about expository text
and provide evidence from text to support their understanding. (SE) Students are
expected to: use different organizational patterns as guides for summarizing
and forming an overview of different kinds of expository text
G many died from diseases
11 A
Gourmet Curriculum Press, Inc.©
Texas History 7th
Appetizers
History (b)(3)(A) & (B) Colonel Bradburn and the Turtle Bayou
Resolutions
pl
m
Gourmet Curriculum Press, Inc.©
e
By the 1830s, two different groups were fighting for political
power in Mexico. The first group was the Centralist party. This group
believed in a strong central government and weak state governments.
The second group was the Federalist party. They believed in strong
state governments and states’ rights. Colonel Juan Davis Bradburn,
of the Centralist party, was sent to east Texas to establish a fort, collect
taxes from the ships in Galveston Bay, and prevent immigration
from the United States. Once he arrived, however, he faced many
problems. Another man, Jose Francisco Madero, arrived to give land
titles to those Americans who had arrived before 1828. Bradburn
did not want to allow this and so he arrested Madero. Madero, a
Federalist, was soon released and established a Federalist government
building in a place the Americans called Liberty. This, and several
other issues, including conflicts over taxes and slaves brought from
the U.S. led to a skirmish between Bradburn and the Americans, who
supported the Federalist party. The Americans fled to Turtle Bayou
where they wrote the Turtle Bayou Resolutions. These claimed that
their rebellion was in support of the Federalist party and its leader,
General Antonio Lopez de Santa Anna.
Comprehension Skills - Make Inferences - Fig. 19(D)
Sa
An inference which can be made from the information in the
passage is—
A Americans supported Jose Francisco Madero
B Colonel Bradburn was a powerful leader
C Mexico decided to allow more U.S. immigration
D The Mexican government respected the Americans
Cite text evidence to support your answer.
16
Sa
Stephen Austin delivers
requests.
Santa
Anna
allowed immigration but
did not act on the tariff or
statehood requests.
Texans take control of Goliad,
near Gonzales, and are asked to
return a cannon given to them
by the Mexican government
to protect them from Native
Americans.
The Texans reply,
“Come and take it.”
e
Texans, led by William B.
Travis, take control of fort at
Anahuac.
pl
Santa Anna plans to
return many troops to
the forts in Texas.
m
General Martin de Cos
arrives in San Antonio with
troops.
Austin heads home but is
arrested on the way by the
Mexican government.
General Santa Anna
takes control of Mexican
government.
Texans ask for reforms
including separate
statehood from Coahuila,
tariff exemptions, and U.S.
immigration.
History - (b)(1)(A)&(B), (3)(A)&(B); Geography- (8)(A);
Use with question, page 18 and answer key, page 18 A
Gourmet Curriculum Press, Inc.©
Texas History 7th
Appetizers
17
Texas History 7th
Appetizers
Use with the text, page 17 and answer key 18 A.
Informational Text/Procedural Text Graphic Organizers (b)(12)(A)&(B)
pl
Informational Text/Expository Text - Facts vs Common Assertions - (b)(10)(B)
Which of the following valid generalizations is supported by the
information in the passage?
m
F Most Texans were satisfied with Santa Anna’s control of the
government.
G Texans were generally angered by the military troops moving
into Texas.
H All of the Mexican government’s troops surrendered to
William B. Travis.
J Some Texans fled back to the safety of the United States.
Expository Text- Make Inference - Fig. 19(D)
Sa
Gourmet Curriculum Press, Inc.©
e
Explain how the flow chart helps readers to better understand the
information.
Based on the Texans reply, “Come and take it,” the reader
can logically conclude that –––
A Santa Ana will ignore Stephen Austin’s requests and
will arrest Stephen Austin.
B General de Cos will take San Antonio
C
Native Americans will take control of the Fort at
Anahuac.
D The Texas Revolution will begin.
18
Texas History 7th
Appetizers
History (b)(4)(C) -The Treaty of Guadalupe Hidalgo
pl
Information Text/Expository Text - Supporting Details (b)(10)(A)
Identify the fact supported by the following details from the
passage.
m
Gourmet Curriculum Press, Inc.©
e
The Mexican-American war did more than cement the western
boundary of Texas as the Rio Grande. First, and most importantly, the
treaty ended the war between Mexico and the United States. Mexico
gave up the lands which are now California and New Mexico. In
return, the U.S. gave Mexico $15 million and released the Mexican
government from any claims U.S. citizens might have made against
them. The treaty also promised that any Mexicans remaining in the
new U.S. territories would be granted citizenship and guaranteed
the rights of a United States citizen. Finally, the war brought out
such important U.S. leaders as Ulysses S. Grant, William T. Sherman,
Robert E. Lee, Stonewall Jackson, and Jefferson Davis.
ended war
with Mexico
gave U.S. lands of
California and NM
emergence of many
new leaders in U.S.
Informational Text/Expository Text -Author’s Organization - (b)(10)(C)
Sa
Which of the following cause/effect statements can be created from
the information in the passage?
F Because of the Mexican-American war, Mexico gained much
land and money.
G The Mexican-American war ended with the Treaty of
Guadalupe Hidalgo.
H In order to identify new leaders in America, a war began
between Mexico and the United States.
J
The U.S. gained much land as a result of the Mexican-American
war.
28
Texas History 7th
Appetizers
History (b)(5)(B) - Democrats v. Republicans
pl
Informational Text/Expository Text (b)(10)(B) - Facts vs Common Assertions
m
A valid assertion made in the passage is—
A In Texas, this caused changes in politics and those in charge of the
government.
B So, the U.S. Congress created the Freedman’s Bureau and
passed several amendments designed to give ex-slaves more
opportunities.
C All of these changes led to the Texas Republican Party.
Sa
Gourmet Curriculum Press, Inc.©
e
After the Civil War, many changes needed to be made in the U.S.
In Texas, this caused changes in politics and those in charge of the
government. One group, former confederates, created “black codes”
to keep African Americans from gaining too much freedom or
power now that slavery was over. However, the confederates in the
government could not control the violence which erupted not only
against African Americans, but also against Union sympathizers. So,
the U.S. Congress created the Freedman’s Bureau and passed several
amendments designed to give ex-slaves more opportunities. All
of these changes led to the Texas Republican Party. The party was
made up mostly of Unionists and African Americans. They gained
so much support that in 1869 Republicans won the race for governor
in Texas and had a majority in Congress. However, the Democratic
party gained strength again and, after winning the election in the
1870s, drafted a new constitution. Either way, two political parties
were now clearly defined in Texas politics.
D The party was made up mostly of Unionists and African
Americans.
Informational Text/Culture and History (b)(9) Author’s Purpose
The main purpose of the passage is to—
F inform readers about the Democratic party
G explain how the Republican party emerged
H inform the reader of how the 1876 Constitution came about
J explain why changes were made to laws after the Civil War
34
Texas History 7th
Appetizers
Use with questions page 44 and answer keys, page 44 A.
History (b)(1)(C) - The 1876 Constitution
In 1875 a group of delegates from around Texas
gathered at “Washington on the Brazos” to write a new
Constitution for the state. This Constitution, ratified in
1876, remains the basis for Texas law today. The Texas
Constitution bears many similarities to the Constitution
of the United States. The Texas Constitution calls for three
branches of government, Legislative, Executive and Judicial
as does the U.S. Constitution. A Bill of Rights, included at
the beginning of the document, and much like the Bill of
Rights in the U.S. Constitution, declared certain freedoms
for all people living in Texas, such as the freedom of
speech, religion and the right to a trial by jury. However,
the Texas Constitution did not free the slaves. People who
emigrated into Texas were allowed to bring in their slaves,
but that was the only way a slave could remain in Texas. If
a person of color wanted to live in Texas he would have to
gain the approval of the Texas Congress. The Constitution
also made changes to education including establishing the
University of Texas and making the Texas A&M University
a part of that system. It also called for the establishment
of a college for African Americans. The Constitution was
well-received because it seemed to follow and comply
with public opinion. Over the course of the years since
its ratification, the Texas Constitution has endured many
changes, or amendments, in order to keep it relevant to the
needs of its people and the times.
pl
m
Sa
Gourmet Curriculum Press, Inc.©
e
43
Texas History 7th
Appetizers
Use with text, page 43, and answer key page 44 A.
Informational Text/Procedural Text - Main Idea (b)(10)(A)
Examine the details below and identify the statement which is
supported by these.
established college for African
Americans
pl
A In 1875 a group of delegates from around Texas gathered to
write a new Constitution for the state.
B This constitution, ratified in 1876, remains the basis for Texas
law today.
m
C The Constitution also made changes to education including
establishing the University of Texas and making Texas A & M
part of that system.
D The Constitution was well-received because it seemed to
follow and comply with public opinion.
Informational/Procedural Text - Text Connections (b)(10)(D); Fig. 19((F)
A similarity between the 1876 Texas Constitution and the U.S.
Constitution is—
Sa
Gourmet Curriculum Press, Inc.©
e
Bill of rights; Senate Salaries reduced;
and House of Repre- changes to education
system
sentatives
F both Constitutions call for a Senate and House of
Representatives
G both Constitutions reduced salaries for officials in the
executive branch of government
C both Constitutions established colleges for African
American students
D both Constitutions were ratified in 1876
44
Texas History 7th
Appetizers
History (b)(1)(A) &(7)(D); Citizenship (17)(A) - Civil Rights in the Lone Star State
pl
m
Use the Venn diagram to compare and contrast the struggles of Mexican
Americans and African Americans.
African Americans
Mexican Americans
•
• discriminated against
since 1850s
• ___________ •
• organized LULAC
• ___________
• 1948 Delgado v.
•
Del Rio ISD
•
•
Sa
Gourmet Curriculum Press, Inc.©
e
From the 1850s to the 1960s, Mexican Americans fought for equal
rights in the state of Texas. After the Civil War, when ex-slaves began
looking for jobs and building schools, they too faced discrimination.
In other states, segregation only applied to African Americans.
However, in Texas it applied to both African Americans and Mexican
Americans. In the early 1900s, a chapter of the National Association
for the Advancement of Colored People (NAACP) formed in Houston.
It fought to end unfair literacy tests for voting, for desegregation, and
for colleges for African Americans. Similarly, the Mexican Americans
developed the League of United Latin American Citizens (LULAC). By
the 1960s, African Americans in Texas, and other parts of the country,
held demonstrations and boycotts to protest segregation. They finally
were victorious when the Civil Rights Act and 24th Amendment were
passed in 1964. Mexican Americans had their own victories in cases
like 1948’s Delgado v. Del Rio ISD. This case stated that separate
buildings could not be used for Mexican Americans at school.
Text Connections - (b)(10)(D)
faced discrimination
even after slavery
demonstrations and
boycotts to protest
segregation
___________
Civil Rights Act
___________
Vocabulary Development - Greek and Latin Roots (b)(2)(A)
Victorious uses the suffix “–ous.” Based on this information and details
in the passage, victorious most likely means—
F
G
H
J
characterized by a triumph or win
belonging to the losing team
resembling something that has been won
the quality of a win or winning team
54
Texas History 7th
Appetizers
History 7(b)(12)(A)(B)(C) - Texas moves from Agrarian to Urban
m
pl
The next set of changes took place when oil was discovered in 1901. What
followed was a true boom in oil discoveries and production. More oil wells
meant more jobs for lots of Texans. The folks who owned the land where
oil was found also profited, as did the businessmen running what quickly
became giant oil corporations. Oil rapidly evolved as inexpensive fuel,
which powered everything from cars to farm equipment. Manufacturing
plants sprang up and soon, all of those working on farms found themselves
working in factories. By the time WWII began in 1939, Texas’ economy, once
based mostly on ranching, now found itself based more on oil production
and manufacturing.
Sa
Gourmet Curriculum Press, Inc.©
e
Texas’ move towards a more urban-based economy and society most likely
started in the late 1880s and 90s, with the introduction of the railroad. Savvy
businessmen founded new towns along the railroad’s route, bringing people
and businesses with them. Ranchers found it much cheaper to use railroads
for shipping cattle, which meant they were saving money that they could then
spend on purchasing more cattle or land.
The map above shows the current counties in Texas with no oil and gas production, with twice the state
average of production, and with production that is less than twice the state average. Map taken from:
http://texaspolitics.utexas.edu/archive/html/pec/features/0302_01/oilwealth.html
66