TEACHER:
CLASS: 7th Social Studies
DATE: April 25
M T W TH F
Topic 8, Lesson 5: Free Enterprise and the Economy of Texas
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
7F: analyze the political, economic, and social impact of major events in the latter half
of the 20th and early 21st centuries such as major conflicts, the emergence of a twoparty system, political and economic controversies, immigration, and migration
8A: create and interpret thematic maps, graphs, charts, models, and databases
representing various aspects of 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
11C: analyze the effects of the changing population distribution and growth in Texas
during the 20th and 21st centuries and the additional need for education, health care,
and transportation
12B: trace the development of major industries that contributed to the urbanization of
Texas such as transportation, oil and gas, and manufacturing
12C: explain the changes in the types of jobs and occupations that have resulted from
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
13B: analyze the impact of economic concepts within the free enterprise system such
as supply and demand, profit, government regulation, and world competition on the
economy of Texas
13C: analyze the impact of significant industries in Texas such as oil and gas, aerospace,
medical, and computer technologies on local, national, and international markets
15C: describe the structure, funding, and governance of Texas public education,
including local property taxes, bond issues, and state and federal funding supported by
state and federal taxpayers
17A: identify different points of view of political parties and interest groups on
important Texas issues, past and present
U.S. History Textbook Colonization
through Reconstruction
pp. (508-518)
Online Editable presentation (p.508)
Start Up Activity (p.508)
Reading and Note Taking Study Guide
(p. 508)
Analyze Maps, Tables, Visuals,
Information
(p.510, 513, and 515)
Digital Activity (p.518)
Digital Lesson Quiz (p.518)
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.
20A:compare types and uses of technology, past and present
20B: identify Texas leaders in science and technology such as Walter Cunningham,
Michael DeBakey, Denton Cooley, Benjy Brooks, Michael Dell, and Howard Hughes Sr.;
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
20D: evaluate the effects of scientific discoveries and technological innovations on the
use of resources such as fossil fuels, water, and land
20E: analyze how scientific discoveries and technological innovations have resulted in
an interdependence among Texas, the United States, and the world
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
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
21G: evaluate the validity of a source based on language, corroboration with other
sources, and information about the author
21H: use appropriate mathematical skills to interpret social studies information such as
maps and graphs
22B: use standard grammar, spelling, sentence structure, punctuation, and proper
citation of sources
22C: transfer information from one medium to another, including written to visual and
statistical to written or visual, using computer software as appropriate
22D: create written, oral, and visual presentations of social studies information
23A: use a problem-solving process to identify a problem, gather information, list and
consider options, consider advantages and disadvantages, choose and implement a
solution, and evaluate the effectiveness of the solution
Objective/Key Understanding:



Describe changes the Texas economy went through in
th
st
the late 20 century and early 21 centuries, including
“boom-and-bust” cycles.
Analyze the impact of international trade with Mexico
on the production of goods and services in Texas.
Identify ley components of the Texas economy now and
in the future.
Introduce Vocabulary Activity (p.508)
maquiladoras
NAFTA
retail
agribusiness
infrastructure
Michael Dell
hybrid
diversify
research and
development
Informal Assessment Questions 1-5 (p.518)





The role of agribusiness in eliminating small family farms is similar to what scenario that happened in the urban retail
sector?
Use the information to answer the question. “Farmers rely on science and technology more than ever before…They also used
a wide variety of new agricultural chemicals. The use of computers and global positioning system (GPS) enabled farmers to
apply these chemicals with pinpoint accuracy.” What most likely was problem before farmers used GPS?
Why is it logical that solar energy will be one of Texas’ biggest industries in the future?
Use the information to answer the question. “Texas trades with more than 30 other countries…Mexico, however, remains its
largest trading partner. Mexico is the top destination for Texas exports and the top source of Texas imports.” Based on the
above information, how does distance affect trade/
What kinds of questions are people asking about the role of the Texas government relating to healthcare and access to
education in the state?
Stop & Check for Understanding—High Level Questions



th
Summarize factors that contributed to a decline in the number of small family farms in Texas during the late 20 and early
st
21 century.
What was the primary goal of the North American Free Trade Agreement?
What is a service industry?
Small Group Purposeful Talk Question Stems
Recent Changes in the Texas Economy (p.509-511)
 Define boom-and-bust cycles.
th
st
 Identify leading Texas industries that have experienced boom-and-bust cycles throughout the 20 and the early 21
centuries.
 What is the impact of the bust cycles?
 What are possible effects of international events on the production of goods and services in Texas?
Trade with Mexico (p. 511-514)
 Why are the economies of Texas and Mexico closely linked?
 What was the impact of NAFTA?
 What problems have Texas and Mexico faced in their trade relationship?
 Why do some people criticize the maquiladora system?
The Texas Economy Today (p.514-518)
 Explain how the computer industry has shaped the development of Texas.
 Analyze the impact of significant industries in Texas, such as computer technologies, on international markets and how this
impact has resulted in an interdependence among Texas, the U.S., and the world.
Online Resources, Analyzing Maps and Charts & Digital Activity
Online Editable Presentation (p.508)
 Use the Editable Presentation found on the Digital Course to present the main ideas for this lesson
Start Up Activity (p.508)
th
Project the Start Up Activity (p.508). Tell students that as of 2012, the size of the Texas economy ranked 14 in the world. Ask
students to consider what they know about Texas and record their ideas about what most likely fuels its booming economy. Then
have them share their ideas with another student.
 How do you evidence of Texas’s strong economy in your daily lives?
Reading and Note Taking Study Guide (p.508)
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. 510)
Review the graph, Texas Real GDP by Industry, 2010, on page 510.
 What were the most important industries in the Texas economy in the early 2000s?
Analyze Infographics (p.513)
Review the infographic, North American Free Trade Agreement, on page 513.
 Based on this infographic, how has NAFTA most benefited Texas?
Analyze Data (p.515)
Review the graph, Texas’s Fastest Growing Industries, on page 515.
 Based on this information, what predictions can you make about Texas’s employment composition in the future?
 Which industries will become more important and which will become less important?
Digital Activity: Changes to the Texas Economy (p.518)
Project the Digital Activity: Changes to the Texas Economy (p.518). Allow students several minutes to respond in writing to the
questions.
 Share your response and provide explanations for your opinions about the development of alternative energy.
Digital Lesson Quiz: (p.518)
Assign the Digital Lesson Quiz (p.518). Discuss with the class: In Free Enterprise and the Economy Texas, you read about changes to
the Texas economy, including the growth of agribusiness and the rise of computer technology You learned how trade with Mexico
has evolved over the decades and how it, along with trade on the international market, affects Texas.
 Has the diversification of industries in Texas made the economy stronger? Explain.
 How do recent controversies over such issues as fracking and health care reflect the strong belief many Texans hold in the
free enterprise system?
Lesson Plan
*Have students preview the lesson objectives and the list of key terms (p.508). Use the Editable Presentation
found on the digital course to present the main ideas of the lesson (p.508).
Start Up Activity (p.508)
th
Engage
Explore
Explain
Elaborate
Evaluate
Project the Start Up Activity (p.508). Tell students that as of 2012, the size of the Texas economy ranked 14 in
the world. Ask students to consider what they know about Texas and record their ideas about what most likely
fuels its booming economy. Then have them share their ideas with another student.
 How do you evidence of Texas’s strong economy in your daily lives?
*Tell students that in this lesson they will be learning how growing ties to the global ties to the global economy led
to the development of new industries and businesses in Texas.
*Divide the class into groups. Each group is to read a section and be prepared to discuss and share findings with
the class.
 Recent Changes in the Texas Economy (p.509-511)
 Trade with Mexico (p. 511-514)
 The Texas Economy Today (p.514-518)
*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 how growing ties to the global ties to the global economy led
to the development of new industries and businesses in Texas.
Recent Changes in the Texas Economy (p.509-511)
 Through most of its history, Texas was a farm state. This changed in the years after World War II. The
number of people living on farms fell from 1.5 million to 245,000. Only about 1% of Texans were farmers
by 1990.
Trade with Mexico (p. 511-514)
 Texas trades with many states and nations, but Mexico is the state’s largest trading partner. Texas earns
billions of dollars each year from this international partnership.
The Texas Economy Today (p.514-518)
 Since the early 1990s, the oil industry has been the backbone of the Texas economy. As a result, the state
suffered when oil prices fell. Texans saw that their economy relied too heavily on just one or two
industries. Business and government leaders knew that the state economy needed to diversify.
*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
Have students Make Headlines for Texas trade from 1970 to 2010.
 If you were write a headline for Texas’s imports and exports that captured the most important aspect that
should be remembered, what would that headline be?
Allow students to use subheadings to communicate more information. Have students pass their headlines to
partner for them to review.
*Topic of Inquiry
Students will work on teams to investigate visual ways to represent political, economic, and social changes in
th
Texas from the mid-20 century to the present day. Students will be better able to respond to the Topic Essential
Question:
 What are the challenges of diversity?
Students will create a multimedia gallery centered on this question.
*Assign the Digital Lesson Quiz for this lesson (p.518). Teachers can also opt to have students demonstrate
mastery by responding to the following questions on paper:
 The role of agribusiness in eliminating small family farms is similar to what scenario that happened in the
urban retail sector?
 Use the information to answer the question. “Farmers rely on science and technology more than ever
before…They also used a wide variety of new agricultural chemicals. The use of computers and global
positioning system (GPS) enabled farmers to apply these chemicals with pinpoint accuracy.” What most
likely was problem before farmers used GPS?
 Why is it logical that solar energy will be one of Texas’ biggest industries in the future?
 Use the information to answer the question. “Texas trades with more than 30 other countries…Mexico,
however, remains its largest trading partner. Mexico is the top destination for Texas exports and the top
source of Texas imports.” Based on the above information, how does distance affect trade/
 What kinds of questions are people asking about the role of the Texas government relating to healthcare
and access to education in the state?
TEACHER:
CLASS: 7th Social Studies
DATE: April 26-29
M T W TH F
Topic 8, Lesson 6: Changes in Texas Politics
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
7F: analyze the political, economic, and social impact of major events in the latter half
of the 20th and early 21st centuries such as major conflicts, the emergence of a twoparty system, political and economic controversies, immigration, and migration
8A: create and interpret thematic maps, graphs, charts, models, and databases
representing various aspects of 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
11C: analyze the effects of the changing population distribution and growth in Texas
during the 20th and 21st centuries and the additional need for education, health care,
and transportation
12B: trace the development of major industries that contributed to the urbanization of
Texas such as transportation, oil and gas, and manufacturing
12C: explain the changes in the types of jobs and occupations that have resulted from
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
13B: analyze the impact of economic concepts within the free enterprise system such
as supply and demand, profit, government regulation, and world competition on the
economy of Texas
13C: analyze the impact of significant industries in Texas such as oil and gas, aerospace,
medical, and computer technologies on local, national, and international markets
15C: describe the structure, funding, and governance of Texas public education,
including local property taxes, bond issues, and state and federal funding supported by
state and federal taxpayers
17A: identify different points of view of political parties and interest groups on
important Texas issues, past and present
U.S. History Textbook Colonization
through Reconstruction
pp. (519-526)
Online Editable presentation (p.519)
Start Up Activity (p.519)
Reading and Note Taking Study Guide
(p. 519)
Analyze Maps, Tables, Visuals,
Information
(p.521, and 526)
Digital Activity (p.526)
Digital Lesson Quiz (p.526)
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.
20A:compare types and uses of technology, past and present
20B: identify Texas leaders in science and technology such as Walter Cunningham,
Michael DeBakey, Denton Cooley, Benjy Brooks, Michael Dell, and Howard Hughes Sr.;
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
20D: evaluate the effects of scientific discoveries and technological innovations on the
use of resources such as fossil fuels, water, and land
20E: analyze how scientific discoveries and technological innovations have resulted in
an interdependence among Texas, the United States, and the world
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
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
21G: evaluate the validity of a source based on language, corroboration with other
sources, and information about the author
21H: use appropriate mathematical skills to interpret social studies information such as
maps and graphs
22B: use standard grammar, spelling, sentence structure, punctuation, and proper
citation of sources
22C: transfer information from one medium to another, including written to visual and
statistical to written or visual, using computer software as appropriate
22D: create written, oral, and visual presentations of social studies information
23A: use a problem-solving process to identify a problem, gather information, list and
consider options, consider advantages and disadvantages, choose and implement a
solution, and evaluate the effectiveness of the solution
Objective/Key Understanding:




Introduce Vocabulary Activity (p.519)
th
Analyze the impact of events in the late 20 century on
Texas politics.
Identify the contributions of key leaders in Texas
politics.
Understand how social reform movements affected
Texas politics.
Identify challenges Texas lawmakers face today.
fraud
limited convention
James A. Baker III
Kay Baily
Hutchinson
Informal Assessment Questions 1-5 (p.526)





Us the information to answer the question. “The Sharpstown scandal led voters to oust Governor Smith from office in 1972.
They also voted out half of the state legislature…New laws forced elected state officials to provide more detailed financial
information to the public.” Based on the information, what did Texans learned about government officials?
Why did the growth of the two-party system correspond to a time when women became more involved in the political
process?
What caused most newly registered African Americans in the 1960s to side with the Democrats?
Why was it important that Hispanics were also part of a civil rights movement in the 1960s?
Use the information to answer the question. “In 2012 some Texas lawmakers called to end a practice of using fees collected
for other programs to balance the budget.” Based on the information, how would you balance the budget if you were
governor of Texas while satisfying state lawmakers?
Stop & Check for Understanding—High Level Questions


Summarize the result of the limited convention of 1974 and its aftermath.
Who was the first Texas woman elected to Congress?
Small Group Purposeful Talk Question Stems
Texas Politics Changes (p.520-522)
 How do conservatives in the Republican Party and liberals in the Democratic Party differ on their views of government?
 Summarize the reasons for the rise of the conservatism in Texas.
The Contributions of Diverse Texas Leaders (p.522-524)
 Identify and describe the contributions of influential and diverse leaders in Texas politics, such as Raul A Gonzalez, Jr.
 How did reforms make the government of Texas more diverse?
 How successful were groups such as LULAC and La Raza Unida Party in promoting Hispanic involvement in government?
Ongoing Challenges for Texans (p.525-526)
 Why were many Texans concerned about the condition of the educational system, and how were these concerns addresses?
Online Resources, Analyzing Maps and Charts & Digital Activity
Online Editable Presentation (p.519)
 Use the Editable Presentation found on the Digital Course to present the main ideas for this lesson
Start Up Activity (p.519)
Project the Start Up Activity (p.519). Ask students to read the quote and answer the question as they get settled. Point out that E
Pluribus Unum is featured on the Great Seal of the United states and on several U.S. coins.
 Why is this an appropriate motto for the United States?
Reading and Note Taking Study Guide (p.519)
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.521)
Review the infographic, Rise of the Two-Party System in Texas, on page 521.
 Based on the changes in voter turnout over time, what predictions can you make about control of the legislature in the
future?
Analyze Maps (p.526)
Review the map, Texas Congressional Districts, 2013-2014, on page 526.
 What conclusion about Texas’s rural and urban population distribution do the districts shown on this map best support?
Digital Activity: The Impact of Diversity (p.526)
Project the Digital Activity: The Impact of Diversity (p.526). Have students review the activity and consider the questions. Before they
begin their paragraphs, have them use the Think-Pair-Share strategy to discuss the questions. Ask them to take 5 minutes to write
their paragraphs.
 Discuss ideas student recorded, and challenge students to provide examples and evidence in support of their opinions.
Digital Lesson Quiz (p.526)
Assign the Digital Lesson Quiz (p.526). Discuss with the class: In Changes in Texas Politics, you read about the sweeping changes that
occurred in Texas politics over the last half-century. Growing participation by minorities and women brought a new era in state
government. Controversies surrounding the proper methods to address immigration and the state’s economy, however, continue to
highlight the challenges of diversity.
 How do you think Texas politics will change for 2014-2030?
 How have Texas’s leaders dealt with the challenges of providing equal opportunities in education?
Lesson Plan
Engage
Explore
*Have students preview the lesson objectives and the list of key terms (p.519). Use the Editable Presentation
found on the digital course to present the main ideas of the lesson (p.519).
Start Up Activity (p.519)
Project the Start Up Activity (p.519). Ask students to read the quote and answer the question as they get settled.
Point out that E Pluribus Unum is featured on the Great Seal of the United states and on several U.S. coins.
 Why is this an appropriate motto for the United States?
*Tell students that in this lesson they will be learning about how reforms started in the 1970s have made Texas
government more diverse.
*Divide the class into groups. Each group is to read a section and be prepared to discuss and share findings with
the class.
 Texas Politics Changes (p.520-522)
 The Contributions of Diverse Texas Leaders (p.522-524)
 Ongoing Challenges for Texans (p.525-526)
*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 reforms started in the 1970s have made Texas
government more diverse.
Explain
Elaborate
Evaluate
Texas Politics Changes (p.520-522)
 A scandal rocked Texas politics in the early 1970s. Democratic leaders in the Texas state government,
including Governor Preston Smith, took part in a scheme to commit stock fraud. These events came to be
called the Sharpstown stock fraud scandal.
The Contributions of Diverse Texas Leaders (p.522-524)
 The people who make up the state government became more diverse, reflecting the state’s changing
population. New laws and court rulings helped women and minorities enter politics.
Ongoing Challenges for Texans (p.525-526)
 Texas has faced many challenges since 1970. The population had grown to more than 26 million by 2012.
The state became more diverse. Some border areas were crowded and had underfunded schools.
*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
Use the Plus/Minus/Interesting Strategy to help students analyze the arguments of George Bush and Ted Cruz.
Group students. Assign each group one of the men’s arguments. Give each group a 3-column organizer with
headings Plus/Minus/Interesting for recording responses to these questions:
 What are the positive ideas about his argument?
 What are the negative ideas about his argument?
 What is interesting about his argument?
Reconvene the class and allow time for groups to share and discuss their ideas.
*Topic of Inquiry
Students will work on teams to investigate visual ways to represent political, economic, and social changes in
th
Texas from the mid-20 century to the present day. Students will be better able to respond to the Topic Essential
Question:
 What are the challenges of diversity?
Students will create a multimedia gallery centered on this question.
*Assign the Digital Lesson Quiz for this lesson (p.526). Teachers can also opt to have students demonstrate
mastery by responding to the following questions on paper:
 Us the information to answer the question. “The Sharpstown scandal led voters to oust Governor Smith
from office in 1972. They also voted out half of the state legislature…New laws forced elected state
officials to provide more detailed financial information to the public.” Based on the information, what did
Texans learned about government officials?
 Why did the growth of the two-party system correspond to a time when women became more involved in
the political process?
 What caused most newly registered African Americans in the 1960s to side with the Democrats?
 Why was it important that Hispanics were also part of a civil rights movement in the 1960s?
 Use the information to answer the question. “In 2012 some Texas lawmakers called to end a practice of
using fees collected for other programs to balance the budget.” Based on the information, how would you
balance the budget if you were governor of Texas while satisfying state lawmakers?