TEACHER:
CLASS: 7th Social Studies
DATE: February 29-March 1
M T W TH F
Topic 7, Lesson 1: Modern Times Emerge
Student Expectations Bundled in Lesson
Resources:
Noun=Underline Verb=Italicize
Content Standards
1A: identify the major eras in Texas history, describe their defining characteristics, and
explain why historians divide the past into eras, including Natural Texas and its People;
Age of Contact; Spanish Colonial; Mexican National; Revolution and Republic; Early
Statehood; Texas in the Civil War and Reconstruction; Cotton, Cattle, and Railroads;
Age of Oil; Texas in the Great Depression and World War II; Civil Rights and
Conservatism; and Contemporary Texas
1B: apply absolute and relative chronology through the sequencing of significant
individuals, events, and time periods
7B: define and trace the impact of "boom-and-bust" cycles of leading Texas industries
throughout the 20th and early 21st centuries such as farming, oil and gas production,
cotton, ranching, real estate, banking, and computer technology
7C: describe and compare the impact of the Progressive and other reform movements
in Texas in the 19th and 20th centuries such as the Populists, women's suffrage,
agrarian groups, labor unions, and the evangelical movement of the late 20th century
7D: describe and compare the civil rights and equal rights movements of various groups
in Texas in the 20th century and identify key leaders in these movements, including
James L. Farmer Jr., Hector P. Garcia, Oveta Culp Hobby, Lyndon B. Johnson, the League
of United Latin American Citizens (LULAC), Jane McCallum, and Lulu Belle Madison
White
7E: analyze the political, economic, and social impact of major events, including World
War I, the Great Depression, and World War II, on the history of Texas
8A: create and interpret thematic maps, graphs, charts, models, and databases
representing various aspects of Texas during the 19th, 20th, and 21st centuries
8B: analyze and interpret geographic distributions and patterns in Texas during the
19th, 20th, and 21st centuries
9A: locate the Mountains and Basins, Great Plains, North Central Plains, and Coastal
Plains regions and places of importance in Texas during the 19th, 20th, and 21st
centuries such as major cities, rivers, natural and historic landmarks, political and
cultural regions, and local points of interest
9C: analyze the effects of physical and human factors such as climate, weather,
landforms, irrigation, transportation, and communication on major events in Texas
10B: explain ways in which geographic factors such as the Galveston Hurricane of 1900,
the Dust Bowl, limited water resources, and alternative energy sources have affected
the political, economic, and social development of Texas
12A: explain economic factors that led to the urbanization of Texas
13A: analyze the impact of national and international markets and events on the
production of goods and services in Texas such as agriculture, oil and gas, and
computer technology
17A: identify different points of view of political parties and interest groups on
important Texas issues, past and present
18A: identify the leadership qualities of elected and appointed leaders of Texas, past
and present, including Texans who have been president of the United States
18B: identify the contributions of Texas leaders, including Lawrence Sullivan "Sul" Ross,
John Nance Garner ("Cactus Jack"), James A. Baker III, Henry B. González, Kay Bailey
Hutchison, Barbara Jordan, Raymond L. Telles, Sam Rayburn, and Raul A. Gonzalez Jr.
20C: analyze the effects of various scientific discoveries and technological innovations
on the development of Texas such as advancements in the agricultural, energy,
medical, computer, and aerospace industries
Process Standards
21A: differentiate between, locate, and use valid primary and secondary sources such
as computer software, databases, media and news services, biographies, interviews,
and artifacts to acquire information about Texas
21B: analyze information by sequencing, categorizing, identifying cause-and-effect
U.S. History Textbook Colonization
through Reconstruction
pp. (416-427)
Online Editable presentation (p.416)
Start Up Activity: (p.416)
Reading and Note Taking Study Guide
(p. 416)
Analyze Maps, Tables, Visuals,
Information
(p.417, 425,and 427)
Interactive Chart (p.423)
Digital Activity: What Changed Life the
Most? (p.425)
Digital Lesson Quiz (p.425)
relationships, comparing, contrasting, finding the main idea, summarizing, making
generalizations and predictions, and drawing inferences and conclusions
21C: organize and interpret information from outlines, reports, databases, and visuals,
including graphs, charts, timelines, and maps
21D: identify points of view from the historical context surrounding an event and the
frame of reference that influenced the participants
21F: identify bias in written, oral, and visual material
21G: evaluate the validity of a source based on language, corroboration with other
sources, and information about the author
22B: use standard grammar, spelling, sentence structure, punctuation, and proper
citation of sources
Objective/Key Understanding:





Describe the impact of the Progressive Movement in
Texas.
Analyze the impact the Mexican Revolution had on
Hispanic Americans in Texas.
Describe the roles Texans played during World War I,
both on the home front and abroad.
Analyze the political impact World War I had on Texas.
Explain the economic factors that led to the
urbanization.
Introduce Vocabulary Activity (p.416)
Progressives
suffrage
Prohibition
neutral
impeachment
surplus
regulate
unethical
pardon
segregation
Informal Assessment Questions 1-5 (p.427)





Contrast how the point of view of interest groups like the Texas State Federation of Labor (TSFL) would have differed from
the goals of big business.
Explain how conflict between economic classes led to the Mexican Revolution.
Contrast how Annie Webb Blanton and Ma Ferguson influenced reform in Texas.
Compare and contrast the lives of farmers during and after World War I.
Why did people have more leisurely lives after World War I?
Stop & Check for Understanding—High Level Questions






How did Progressive reforms affect Texas?
How did the Mexican Revolution affect life along the Texas-Mexico border?
What caused the U.S. to prepare for war?
In what ways was Texas involved in World War I?
What challenges did rural Texans face?
In what ways did life change in urban Texas?
Small Group Purposeful Talk Question Stems
The Progressive Movement in Texas (p.417-419)
 Challenge students to identify different points of view of interest groups on important Texas issues from the Progressive
Era.
 How might these points of view have differed from those of non-Progressives?
New Challenges in Texas and Mexico (p.419-422)
 Direct pairs of students to create a visual summary of the text. The summary can be in the form of a graphic organizer,
timeline, or other appropriate form. When students have completed their work, compare and contrast the visual
summaries with the text.
 What are the advantages of each? Disadvantages?
 Direct students to identify the leadership qualities of the following elected leaders of Texas’s past: James “Pa” Ferguson,
Miriam “Ma” Ferguson, and Dan Moody.
Texas and World War I (p.422-423)
 Direct students to identify the leadership qualities of these appointed leaders of Texas’ past: Edward House, Thomas Watt
Gregory, and Albert Burleson.
The Texas Home Front (p.423-425)
 Review the content about the Camp Logan Riot with students. Ask students to identify the central issues that caused the
riots and its main social effects.
 Ask students to summarize how Texas women contributed economically and socially to the war effort.
Changing Ways of Life (p.425-426)
 Direct students to analyze the effects of various technological innovations on the development of Texas during this time,
especially advancements in the agricultural industry. Students should present their analysis in the form of a paragraph or
brief essay.
The Urbanization of Texas (p.426-427)
Online Resources, Analyzing Maps and Charts & Digital Activity
Online Editable Presentation (p.416)
 Use the Editable Presentation found on the Digital Course to present the main ideas for this lesson
Start Up Activity (p.416)
Project the Start Up Activity (p.416). Explain that the words modern refers to the present as opposed to the past. So the phrase
modern life in Texas includes today. Have them try to list 10 things that are part of Texans’ everyday lives today that were not part of
everyday life 100 years ago.
Reading and Note Taking Study Guide (p.416)
Students can preview Key Terms and Academic Vocabulary using the Interactive Reading Notebook on the Digital Course or preview
of the lesson in the Reading and Note taking Study Guide
Analyze Information (p.417)
Review the infographic, Progressive Reforms in Texas, on page 417.
 Based on this infographic, which areas of Texas life were most affected by the reforms of the Progressive Era?
Analyze Graphs
Review the graph, Ethnic Population of Texas, 1910, on page 425.
 What drew immigrant to Texas in greater numbers in the early 1900s then in the early 1800s?
Analyze Tables (p.427)
Review the table, Texas’s Major Cities and Industries, 1920, on page 427.
 Based on this table, how did the oil industry influence the Texas population during this era?
Digital Activity: What Changed Life the Most? (p.425)
Project the Digital Activity: What Changed Life the Most? (p.425). Invite students to share their rankings with the rest of the class.
Tally the rankings and reach a class consensus for each item. Review the lesson by courting down the items from the least to the
most life changing. Discuss the changes each item brought to life in Texas.
Digital Lesson Quiz: (p.425)
th
Assign the Digital Lesson Quiz (p.425). Discuss with the class: In Modern Times Emerge, you read about Texas during the early 20
century and the many changes that took place throughout the state during that time. These changes included those brought about
by Progressives as they tried to improve life in Texas. You also learned about the Mexican Revolution and how it changed life for the
worse for Hispanic Texans. World War I also changed life in Texas economically, socially, and politically. Advances in technology
affected life in a state that experienced remarkable urbanization as modern Texas emerged.
 What were the effects of various technological innovations on the development of Texas in the early 1900s?
 What different points of view of interest groups on important Texas issues arose during the Progressive Era?
Lesson Plan
Engage
Explore
Explain
*Have students preview the lesson objectives and the list of key terms (p.416). Use the Editable Presentation
found on the digital course to present the main ideas of the lesson (p.416).
Start Up Activity (p.416)
Project the Start Up Activity (p.416). Explain that the words modern refers to the present as opposed to the past.
So the phrase modern life in Texas includes today. Have them try to list 10 things that are part of Texans’ everyday
lives today that were not part of everyday life 100 years ago.
*Tell students that in this lesson they will be learning about how many of the items on their lists came to be as
modern Texas emerged in the early 1900s.
*Divide the class into groups. Each group is to read a section and be prepared to discuss and share findings with
the class.
 The Progressive Movement in Texas (p.417-419)
 New Challenges in Texas and Mexico (p.419-422)
 Texas and World War I (p.422-423)
 The Texas Home Front (p.423-425)
 Changing Ways of Life (p.425-426)
 The Urbanization of Texas (p.426-427)
*Students are to read assigned sections and use the Note Taking Study Guide to help them take notes and
understand the text as they read.
*Tell students that in this lesson they will be learning about how many of the items on their lists came to be as
modern Texas emerged in the early 1900s.
The Progressive Movement in Texas (p.417-419)
 During the Progressive Era, there were liberal and conservative groups. The liberal side tried to solve
problems as they came up. It tried to improve the lives of women, minorities, and workers. The
conservative side tried to prevent problems by holding on to a more traditional set of values.
New Challenges in Texas and Mexico (p.419-422)
 By the late 1910s, Texans had new issues to keep them busy. A popular governor was accused of making
Elaborate
Evaluate
unethical decisions. Many Texans were also affected by events outside the state. Its southern neighbor,
Mexico, experiences a revolution that could have caused problems for people in Texas.
Texas and World War I (p.422-423)
 Even as Mexicans dealt with revolution, Europeans faced another conflict that would touch Texans’ lives.
For decades, tensions in Europe had been building. Nations argued over land claims and built alliances. In
August 1914, a terrorist killed the Archduke of Austria-Hungary, and Europeans went to war. TO the
people of the time, it was known as the Great War. Today, we remember it as World War I.
The Texas Home Front (p.423-425)
 Many Texans volunteered to aid the war effort. Volunteers raised funds, obtained supplies, and boosted
morale. The Texas State Council of Defense worked in these efforts.
Changing Ways of Life (p.425-426)
 In the early 1900s, many Texans still lived as they had since the end of the Civil War. Most people lived in
the rural areas of the state, where they farmed and ranched. Still, changes were starting to occur that
would transform Texas. One of the biggest changes was the size of the state’s population.
The Urbanization of Texas (p.426-427)
 While most Texans still lived in rural areas during the early 1900s, cities grew quickly. In 1900, less than
20% of Texans lived in urban areas, or towns and cities. By 1920, that percentage had grown to more than
30%. By 1920, more than 30 Texas cities had populations of more than 10,000. Many workers moved to
growing cities were centers for a particular industry or business.
*Guided Reading and Discussion Questions
 See Small Group Purposeful Talk Question Stems from the previous page for this portion of the lesson.
*Analyzing Maps and Charts & Digital Activity
 See Online Resources from the previous page for this portion of the lesson.
*Active Classroom
Conduct A Closer Look for a visual that illustrate the Camp Logan Riot. Use the whiteboard tool to divide it into 4
numbered quadrants. Have students count off 1 to 4. Then have them look closely at the part of the image in their
quadrant. Have them tell you what they see and what they learned as a result of their focus on this part of the
image. Collect their insights for each quadrant.
*Topic of Inquiry
Students will investigate primary and secondary sources to draw conclusions about the political, economic, and
social impacts of the Great Depression and the Dust Bowl in Texas. They will then use what they have learned to
write an essay in response to the investigation question:
 How did geography, weather, and the economic boom and dust cycles affect the people of Texas during
the Great Depression and the Dust Bowl?
Students’ research during this Topic Inquiry will help them better understand the Topic Essential Question:
 How does economics affect everyone?
*Assign the Digital Lesson Quiz for this lesson (p.425). Teachers can also opt to have students demonstrate
mastery by responding to the following questions on paper:
 Contrast how the point of view of interest groups like the Texas State Federation of Labor (TSFL) would
have differed from the goals of big business.
 Explain how conflict between economic classes led to the Mexican Revolution.
 Contrast how Annie Webb Blanton and Ma Ferguson influenced reform in Texas.
 Compare and contrast the lives of farmers during and after World War I.
 Why did people have more leisurely lives after World War I?
TEACHER:
CLASS: 7th Social Studies
DATE: March 2-4
M T W TH F
Topic 7, Lesson 2: After the Crash
Student Expectations Bundled in Lesson
Resources:
Noun=Underline Verb=Italicize
Content Standards
1A: identify the major eras in Texas history, describe their defining characteristics, and
explain why historians divide the past into eras, including Natural Texas and its People;
Age of Contact; Spanish Colonial; Mexican National; Revolution and Republic; Early
Statehood; Texas in the Civil War and Reconstruction; Cotton, Cattle, and Railroads;
Age of Oil; Texas in the Great Depression and World War II; Civil Rights and
Conservatism; and Contemporary Texas
1B: apply absolute and relative chronology through the sequencing of significant
individuals, events, and time periods
7B: define and trace the impact of "boom-and-bust" cycles of leading Texas industries
throughout the 20th and early 21st centuries such as farming, oil and gas production,
cotton, ranching, real estate, banking, and computer technology
7C: describe and compare the impact of the Progressive and other reform movements
in Texas in the 19th and 20th centuries such as the Populists, women's suffrage,
agrarian groups, labor unions, and the evangelical movement of the late 20th century
7D: describe and compare the civil rights and equal rights movements of various groups
in Texas in the 20th century and identify key leaders in these movements, including
James L. Farmer Jr., Hector P. Garcia, Oveta Culp Hobby, Lyndon B. Johnson, the League
of United Latin American Citizens (LULAC), Jane McCallum, and Lulu Belle Madison
White
7E: analyze the political, economic, and social impact of major events, including World
War I, the Great Depression, and World War II, on the history of Texas
8A: create and interpret thematic maps, graphs, charts, models, and databases
representing various aspects of Texas during the 19th, 20th, and 21st centuries
8B: analyze and interpret geographic distributions and patterns in Texas during the
19th, 20th, and 21st centuries
9A: locate the Mountains and Basins, Great Plains, North Central Plains, and Coastal
Plains regions and places of importance in Texas during the 19th, 20th, and 21st
centuries such as major cities, rivers, natural and historic landmarks, political and
cultural regions, and local points of interest
9C: analyze the effects of physical and human factors such as climate, weather,
landforms, irrigation, transportation, and communication on major events in Texas
10B: explain ways in which geographic factors such as the Galveston Hurricane of 1900,
the Dust Bowl, limited water resources, and alternative energy sources have affected
the political, economic, and social development of Texas
12A: explain economic factors that led to the urbanization of Texas
13A: analyze the impact of national and international markets and events on the
production of goods and services in Texas such as agriculture, oil and gas, and
computer technology
17A: identify different points of view of political parties and interest groups on
important Texas issues, past and present
18A: identify the leadership qualities of elected and appointed leaders of Texas, past
and present, including Texans who have been president of the United States
18B: identify the contributions of Texas leaders, including Lawrence Sullivan "Sul" Ross,
John Nance Garner ("Cactus Jack"), James A. Baker III, Henry B. González, Kay Bailey
Hutchison, Barbara Jordan, Raymond L. Telles, Sam Rayburn, and Raul A. Gonzalez Jr.
20C: analyze the effects of various scientific discoveries and technological innovations
on the development of Texas such as advancements in the agricultural, energy,
medical, computer, and aerospace industries
Process Standards
21A: differentiate between, locate, and use valid primary and secondary sources such
as computer software, databases, media and news services, biographies, interviews,
and artifacts to acquire information about Texas
21B: analyze information by sequencing, categorizing, identifying cause-and-effect
U.S. History Textbook Colonization
through Reconstruction
pp. (428-433)
Online Editable presentation (p.428)
Start Up Activity: (p.428)
Reading and Note Taking Study Guide
(p.428 )
Analyze Maps, Tables, Visuals,
Information
(p.430, 431, )
Interactive Gallery (p.432)
Digital Activity: Document-Based Question
(p.431)
Digital Lesson Quiz (p.431)
relationships, comparing, contrasting, finding the main idea, summarizing, making
generalizations and predictions, and drawing inferences and conclusions
21C: organize and interpret information from outlines, reports, databases, and visuals,
including graphs, charts, timelines, and maps
21D: identify points of view from the historical context surrounding an event and the
frame of reference that influenced the participants
21F: identify bias in written, oral, and visual material
21G: evaluate the validity of a source based on language, corroboration with other
sources, and information about the author
22B: use standard grammar, spelling, sentence structure, punctuation, and proper
citation of sources
Objective/Key Understanding:



Identify the causes of the stock market crash of 1929.
Describe the ways in which the Great Depression
affected American workers.
Analyze the social, economic, and political impact of
the Great Depression in Texas.
Introduce Vocabulary Activity (p.428)
stock
Great Depression
Centennial
indicate
impact
James Allred
depression
pensions
Miriam “Ma”
Ferguson
Wilbert Lee
“Pappy” O’Daniel
Informal Assessment Questions 1-5 (p.433)





How were farmers impacted by the changing crop prices in the 1920s and 1930s?
Which groups in Texas were most affected by unemployment during the Great Depression?
What actions did government leaders in Texas take to provide relief during the Great Depression?
How effective were the efforts of Texas governors to provide relief during the Great Depression?
Much of Texas had been rural and poor before the Great Depression. How did this actually lessen its impact on the state?
Stop & Check for Understanding—High Level Questions



Why did stock prices fall so sharply on Black Tuesday?
What were the main causes of the Great Depression?
How did the impact of the Great Depression in Texas compare with its impact with other parts of the country?
Small Group Purposeful Talk Question Stems
The Stock Market Crash (p.429)
The Great Depression (p.429-431)
 Explain that unemployment generally means loss of livelihood that is often devastating for the individual and his or her
family. Have students work in pairs to analyze the social impact of the Great Depression. Pairs should present an
explanation of how unemployment, an economic effect of the Great Depression, is directly connected to the social impact.
Texas in the Great Depression (p.431-433)
 How did the economy of Texas being based on oil and agriculture help stave off the effects of the Depressions?
Online Resources, Analyzing Maps and Charts & Digital Activity
Online Editable Presentation (p.428)
 Use the Editable Presentation found on the Digital Course to present the main ideas for this lesson
Start Up Activity: The Great Depression in Texas (p.428)
Project the Start Up Activity: The Great Depression in Texas (p.428). Ask students to focus on the image as they get settled and
answer the questions:
 What does this photo tell you about children’s lives during the Great Depression?
 How might the parents of these children feel?
Have students share their answers with partners.
Reading and Note Taking Study Guide (p.428)
Students can preview Key Terms and Academic Vocabulary using the Interactive Reading Notebook on the Digital Course or preview
of the lesson in the Reading and Note taking Study Guide
Analyze Data (p.430)
Review the graph, Income Distribution, 1929, on page 430.
 What does this data suggest about a possible cause of the Great Depression?
Analyze Graphs (p.431)
Review the graph, U.S. Unemployment Rate, 1925-1935, on page 431.
 How might the rising unemployment rate in the early 1930s have affected people’s trust in the economy and the
government?
Digital Activity: Document-Based Question (p.431)
Project the Digital Activity: Document-Based Question (p.431). Preview the activity with students. In their essays students should
describe what happened to people’s jobs in Texas and across the U.S. and explain how the government stepped in to help the
unemployed.
 Challenge students to discuss how learning about major events in history can help people today.
Digital Lesson Quiz (p.431)
Assign the Digital Lesson Quiz (p.431). Discuss with the class: In The Great Depression in Texas, you learned what the Great
Depression was, what caused it, and what serious economic, political, and social impacts it had.
 How might living through the Great Depression affect how Texans lived their lives or raised their children?
 Do you think the biggest impact of the Great Depression on Texas was economic, political, social, or a combination of these?
Explain your answer.
Lesson Plan
Engage
Explore
Explain
Elaborate
*Have students preview the lesson objectives and the list of key terms (p.428). Use the Editable Presentation
found on the digital course to present the main ideas of the lesson (p.428).
Start Up Activity: The Great Depression in Texas (p.428)
Project the Start Up Activity: The Great Depression in Texas (p.428). Ask students to focus on the image as they get
settled and answer the questions:
 What does this photo tell you about children’s lives during the Great Depression?
 How might the parents of these children feel?
Have students share their answers with partners.
*Tell students that in this lesson they will be learning about the Great Depression in Texas. The Depression was an
extraordinary event that lasted a long time. It dominated life in Texas-and much of the rest of the world-during the
1930s.
*Divide the class into groups. Each group is to read a section and be prepared to discuss and share findings with
the class.
 The Stock Market Crash (p.429)
 The Great Depression (p.429-431)
 Texas in the Great Depression (p.431-433)
*Students are to read assigned sections and use the Note Taking Study Guide to help them take notes and
understand the text as they read.
*Tell students that in this lesson they will be learning about the Great Depression in Texas. The Depression was an
extraordinary event that lasted a long time. It dominated life in Texas-and much of the rest of the world-during the
1930s.
The Stock Market Crash (p.429)
 Americans overinvested in the market. This meant that stocks began to sell at prices that were seriously
inflated. The stock market eventually crashed and it would take more than a decade for the market to
recover.
The Great Depression (p.429-431)
 After the crash, the economy plunged into a depression. Conditions became so severe that people call it
the Great Depression. The stock market crash did not cause the Great Depression. The crash was just one
sign of an unsound economy.
Texas in the Great Depression (p.431-433)
 With the state’s strength be in oil, cattle, and land, many Texans felt the problems of the Depression were
not an immediate danger for them. A newspaper in Fort Worth declared, “As a matter of fact, in America
we don’t know what hard times are.” While many Texans were experiencing hard times, they were
different from what was happening in other parts of the country.
*Guided Reading and Discussion Questions
 See Small Group Purposeful Talk Question Stems from the previous page for this portion of the lesson.
*Analyzing Maps and Charts & Digital Activity
 See Online Resources from the previous page for this portion of the lesson.
*Active Classroom
Direct students in a game of Rank It about the impacts of the Great Depression of life in Texas. List the following
for students:
 unemployment
 crime
 East Texas oil economy
 debt
 migrant farmer workers
Ask students to rank these social, political, and economic impacts of the Great Depression from the one that had
the most impact to the one that had the least impact. Have students provide justifications for their rankings. Then
Evaluate
pair students to share their rankings and justifications. Poll the class to see if there is agreement on the ranking.
*Topic of Inquiry
Students will investigate primary and secondary sources to draw conclusions about the political, economic, and
social impacts of the Great Depression and the Dust Bowl in Texas. They will then use what they have learned to
write an essay in response to the investigation question:
 How did geography, weather, and the economic boom and dust cycles affect the people of Texas during
the Great Depression and the Dust Bowl?
Students’ research during this Topic Inquiry will help them better understand the Topic Essential Question:
 How does economics affect everyone?
*Assign the Digital Lesson Quiz for this lesson (p.). Teachers can also opt to have students demonstrate mastery
by responding to the following questions on paper:
 How were farmers impacted by the changing crop prices in the 1920s and 1930s?
 Which groups in Texas were most affected by unemployment during the Great Depression?
 What actions did government leaders in Texas take to provide relief during the Great Depression?
 How effective were the efforts of Texas governors to provide relief during the Great Depression?
 Much of Texas had been rural and poor before the Great Depression. How did this actually lessen its
impact on the state?