|format to print|
||TWO STEPPIN' TO TEXAS|
|CONCEPT: ||European immigration to Texas during the 1800s: students explore who, what, when, where and why|
|GRADE: ||4th (could be adapted for 7th)|
|SUBJECT: ||Language Arts, Social Studies|
|TIME FRAME: ||4-5, 30 min. class periods|
|CREDIT:||Marsha Crow, fourth grade teacher, educational consultant|
explore reasons for European immigration to Texas in the 1800s, and their influence on the development of Texas.
research an ethnic group that established a community in Texas during the 1800s.
discover key people, places, and events of a particular community settled by an immigrant group, and their influence on life in Texas.
compare and contrast basic elements of one immigrant group with
Social Studies textbook
The Handbook of Texas Online
Planning Sheet 1: Guideline for Immigrant Group Research
Planning Sheet 2: AutoSummarize Directions for online articles
(some of the articles are lengthy, and this enables students to
create a highlighted or summarized version of articles)
Planning Sheet 3: Graphic Organizer for Research
poster board or other large paper, one piece per pair or group of students
Planning Sheet 4: Extension Activities (classificatory writing, letter
writing, create a poster)
Use information gained from the textbook and/or other resources to discuss reasons for European immigration to Texas and the following. How the available natural resources affected the immigrants' lives in these areas: types of housing (materials available for building, life in their homeland), diet (factors which effect farming
climate, fertile soil etc.), lifestyle/occupations, and everyday life. How did environmental and cultural influences effect choices people made?
Students are assigned to research one of the six immigrant
groups which are listed on Planning Sheet 1, preferably in pairs for the purpose of collaboration.
Teacher will model the following: how to search for information
using the directions on Planning sheet 1, how to AutoSummarize
articles online using the directions on Planning Sheet 2, how to
record data on Planning Sheet 3.
Students use Planning Sheets 2 and 3 to locate and record
information for the group assigned to them including a community
settled by the group.
On poster board, students create a Venn Diagram comparing and contrasting two of the immigrant groups which have been researched. Each pair of students works with another pair of students in order to share data, and collaboratively create a large Venn diagram to display in the classroom.
Extension Activities (see Planning Sheet 4).
|SOCIAL STUDIES TEKS:
4.2, 4.8, 4.9, 4.10, 4.11;|
Language Arts-4.4, 4.7, 4.14, 4.18, 4.21
A Paradise Called Texas*
Searching for a better life, Mina, Papa, and Mama leave their German fatherland.
Ages 10 and up, 128 pages.
Letters to Oma*
A young German girl's account of her first year in Texas, 1847.
Ages 10 and up, 162 pages.