April 16 Lesson Plan: Texas History
“Immigration to Texas”
PowerPoint
Materials:
▪ PowerPoint file: “Immigration to Texas” PowerPoint template
▪ Student Handout A: “Immigration to Texas” PowerPoint instructions
▪ Student Handout B: “Immigration to Texas” PowerPoint instructions for G/T differentiation
▪ Student Handout C: “Immigration to Texas” graphically organized notes
▪ Overhead Transparency A:
▪ Handbook of Texas Online
▪ “Texans One and All”
▪ Portal to Texas History
▪ computers with internet access
TEKS:
1. Geography: The student uses geographic tools to collect, analyze, and interpret data.
The student is expected to…
A. create thematic maps, graphs, charts, models, and databases representing various aspects of Texas during the 19th and 20th centuries; and
B. pose and answer questions about geographic distributions and patterns in Texas during the 19th and 20th centuries.
2. Geography: The student understands the characteristics, distribution, and migration of population in Texas in the 19th and 20th centuries.
The student is expected to…
A. analyze why immigrant groups came to Texas and where they settled;
B. analyze how immigration and migration to Texas in the 19th and 20th centuries have influenced Texas;
C. analyze the effects of the changing population distribution in Texas during the 20th century; and
D. describe the structure of the population of Texas using demographic concepts such as growth rate and age distribution.
7.21 & 7.22
Objective:
The student will demonstrate an understanding of immigrant groups, immigrant demographics and immigration settlement patterns utilizing a PowerPoint presentation format.
Overview of Activity:
In this computer research and PowerPoint software activity, students will create a PowerPoint presentation focusing on immigration throughout the state. Differentiation for G/T students is offered in an expanded activity that allows for greater creative freedom and independent research.
Prior to the activity, students will have learned about immigration to Texas, empresarios and the concept of Manifest Destiny. Independent and group research utilizing textbooks and miscellaneous supplemental materials (based on teacher’s access to and selection of any additional materials) will be completed prior to the creation of the PowerPoint. Information will be recorded on Student Handout C: “Immigration to Texas” graphically organized notes.
Preview:
Project Overhead Transparency A: with the questions for the students. Have them answer the questions, and then review the answers as a class.
Procedures:
1. Before class, copy one of the following for each student: Student Handout A: “Immigration to Texas” PowerPoint instructions, Student Handout B: “Immigration to Texas” PowerPoint instructions for G/T differentiation, and Student Handout C: “Immigration to Texas” graphic organizer.
2. Review the directions for the activity from Student Handout A: “Immigration to Texas” PowerPoint instructions, or Student Handout B: “Immigration to Texas” PowerPoint instructions for G/T differentiation.
3. Allow students to complete Student Handout C: Immigration to Texas graphically organized notes.
4. Allow students to complete their PowerPoint on Immigration to Texas.
Processing:
1. Students present their PowerPoint to the class.
2. Students create an immigration brochure encouraging different immigrant groups to settle in the region of the student’s choice (i.e. Great Plains, Gulf Coastal Plains, Mountains and Basins, Central Plains).
3. Students create a brochure highlighting an immigrant group of their choice. Included in the brochure would be features on holidays and festivities, settlement patterns and geographic distribution patterns, cultural highlights, obstacles and challenges, and significant individuals and their contributions.
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