• Using the Observe-Reflect-Question method, learners begin by examining the Amarillo National Bank’s advertisement titled “Women’s Rights” to find the claims and evidence provided in the advertisement. Learners can also compare the claims and structures in the other advertisements on the page. Next, learners note the date of publication.
• Use these questions to prompt discussion and deeper exploration:
  • How do we know if advertisements are true when we are making purchasing decisions?
  • What are the key components of argumentative texts that consumers should seek to understand?
  • How might the overarching political climate of the local area, state, and nation help a consumer evaluate claims?
• Learners reflect by testing their knowledge of American history timelines and women’s rights issues. They test their hypotheses by researching multiple sources regarding women’s rights before and after legislation and constitutional amendments.
• Finally, learners question the statements in the advertisement in comparison with their findings from research. Did women likely have rights in Amarillo? Were there conditions in which women were able to open accounts? What further research should be completed?

• Observe: Introduce the text, Tales from Texas. Allow learners to select up to five tales and images.
• Reflect: Learners create a chart of characteristics—characteristics, text structures, etc. Learners compare and contrast their findings with others.
• Observe: Examine the bibliographic information and citation.
• Question: What does the time period reveal about the author’s purpose and possible use for this text? What influenced writers at the time of publication? At the time of the original tales? How would the text and images change if set in today’s time period and geographical locations?
• Reflect: Test ideas by researching more about the 20^th century, 1934 in particular, on the following site: https://www.tshaonline.org/handbook/entries/great-depression
• Question and Reflect: Learners meet for a Socratic seminar after dipping in and out of the materials. Questions include: How do cultural ideas impact what we read and write? Why is it important to examine the time period of a publication to contextualize the author’s approach, methods, and points of view? How does cultural understanding influence deeper comprehension and understanding of authorial intent?
• Additional Questions: How did the introduction and preface add to the reader’s knowledge and experience with the tales?

• Observe: Display the image of the flag and ask, “Have you seen these flags in the community or news?”
• Show learners how to read and evaluate sources using advice from the Purdue Online Writing Lab (OWL): https://owl.purdue.edu/owl/research_and_citation/conducting_research/evaluating_sources_of_information/general_guidelines.html
• Observe: Consider the Notes section of the Library of Congress information for this image. What did the “Come and Take It” flag mean originally?
• Reflect: Is the image being used in modern times to convey the original message?
• Question: Examine the Newsweek article https://www.newsweek.com/texas-national-guard-come-take-it-flag-border-1865588. Select relevant text evidence to answer the hypothesis question.
• Learners should use the persuasion map tool in Read-Write-Think to prepare for a debate: https://www.readwritethink.org/classroom-resources/student-interactives/persuasion
• Learners share their creations with classmates to survey points of view, claims, and evidence used to present ideas, prioritizing the most compelling points.
• In small groups, learners develop and film a presentation of their major points and perspectives. These will be viewed by other teams, who score their presentations with a class-created rubric.

• Observe: Identify and note details. Label the “characters” and elements in the setting (location of characters, activities of characters, depiction of character traits and postures/facial expressions, clothing, other writing, captions, etc.)
• Observe: What does the image depict? Read the summary provided by the Library of Congress. Add relevant notes to your annotations.
• Reflect: From your existing knowledge, is the message positive or negative? On what topics is the cartoonist commenting?
• Question: Note the source and date. What does the cartoonist expect the audience to know? What kind of materials does the source publish? What was going on politically during the time of publication?
• Observe: Learners skim and scan the WebQuest sources below to build knowledge about the period, adding ideas and key terms to the annotations.
  • Imperialism, Expansionist Policies, Spanish-American War
    • https://sites.gsu.edu/ale26/2015/10/26/imperialism-cartoon-school-begins/
    • https://forgottenfiles.substack.com/p/school-begins-1899
    • https://visualizingcultures.mit.edu/civilization_and_barbarism/cb_essay03.html#:~:text=The%20image%20exhibits%20a%20racist,as%20dark%2Dskinned%20and%20childish.
    • https://aguil079.omeka.net/exhibits/show/interpretation-of-political-ca/what-do-these-images-mean-/school-begins
• Reflect: Learners craft statements using these sentence stems: The (character) is/feels/believes ______. This demonstrates/highlights/suggests/shows that _____.
• Encourage learners to evaluate their research and findings with the following questions: Did you find information about the Spanish-American Conflict, Hawaii’s annexation, formation of protectorates of Cuba and Puerto Rico? What did you learn about securing Guam and the Philippines? How did the artist use exaggeration, sarcasm, and symbolism to convey their point of view? How did California, Texas, New Mexico, Arizona, and Alaska connect to the message? What implications did you discover about the Native American boy, the Chinese boy, and the African American’s participation in the image?
• Extension: How would you alter the image to convey a modern topic?
• Additional Questions: How do we understand political cartoons (especially when we know little of the background and topic)? Once we interpret messages, how do we integrate (or reject) ideas for our own belief systems, interpretations, and voting decisions?

• Introduce correspondence between Santa Anna and Andrew Jackson. Who are these men, and why are they writing letters to each other? What happened before the letters were written?
• Ask learners to use the letters to fill in the answers to the basic reporter’s questions: Who, What, Where, When, Why, and How. They may also use a general timeline to document when the events occurred.
• After learners have had time to build knowledge of the content in the letters, bring learners into small groups. What questions remain? What do we not know? Learners add these questions to their reporter’s notes.
• Present Houston’s narrative of Santa Anna’s capture and the following events: Romance and tragedy of Texas history; being a record of many thrilling events in Texas history under Spanish, Mexican and Anglo-Saxon rule. Learners add to their notes, cross out inaccuracies, and make adjustments to their initial findings.
• Debrief the experience with the class: What did we learn from the letters and firsthand accounts that we may have missed from a more encyclopedic treatment of the events?
• Using the letter generator from Read-Write-Think interactives, learners write a letter to Santa Anna, Houston, or Andrew Jackson about what a learner in 2025 learned about history from correspondence. Learners may also choose to write a letter to next year’s class, asking them to consider the importance of using correspondence in daily life to document events and communicate with others.

• Begin with an open-ended question: Is it a good idea to be a farmer or rancher? Allow learners time to jot down their ideas in two columns with the headers Good Idea, Bad Idea. Under each column, they should list reasons they believe farming/ranching would be a good or bad idea. Give learners time to share ideas and add to their charts.
• Propose the idea that historical accounts help us learn from other people’s experiences. Present the resources. Learners put a plus or minus sign in the margins, indicating whether Goodnight thought farming and ranching were good or bad ideas. Learners underline or highlight relevant text evidence that can be used in their response. Show learners how to skim and scan to find relevant information in the supplementary text on the history of farming and ranching in the Panhandle. Learners collect positive and negative insights as before as well as text evidence that is useful to quote in their responses.
• Give learners the following kernel structure for an essay that answers whether or not it is a good idea to be a farmer or rancher. Some people think __________. And other people think _________. But I think _______. What that tells me is _________. Learners fill in the blanks and add additional text evidence and explanation from the sources provided.
• After students complete their drafts, allow them to meet in pairs to see how other learners answered the questions.
• As a whole-class debrief, pose the following question: By examining historical and modern accounts, what did we learn about decision making?
• Additional Focus Questions:
  • How do people make financial decisions about their professions?
  • We are told that we can learn from history. What does Goodnight’s account reveal about the viability of farming and ranching in the Panhandle of Texas in modern times?
  • What powerful claims and warrants are available in Goodnight’s account that could be used for an argumentative stance on the probability of financial success in farming and ranching in the Panhandle of Texas?
  • In other words, how do the accounts from a historical perspective impact modern decision making?

Note: This site has a flip book, searchable for terms: https://archive.org/details/resourcesattract10unio/mode/2up

• On index cards, write the names and page numbers from images 4, 5, and 6 of the resource. Allow learners to select a name that resonates with them and navigate to the appropriate image in the resource.
• Learners read the selected narrative, selecting notetaking, annotating, freewriting, or illustrating as their method of interaction. Learners write a summary of an interesting segment or the whole text using a method such as the “Somebody . . . wanted . . . but . . . so . . . then . . .” technique.
• Learners meet in small groups to share their insights about what they have read in the narratives.
• Learners then take time to freewrite: What’s in your head? What surprised you as a reader? And what’s in your heart? Share how you feel about what you learned or discovered. This bookmark from Beers and Probst might also be helpful.
• Learners meet in small groups to read aloud from their reflections. On the first reading, listeners just listen and gather the gist of the writer’s thoughts. On the second reading, the listeners jot down words and phrases that stuck out to them from the writer’s response. One at a time, listeners give the notes to the writer, explaining why they chose those words or phrases.
• The teacher then leads a class discussion on what the narratives revealed about history and the human experience. Learners are asked to read particular excerpts from the text to support their conclusions. The QA12345 method may provide a scaffold for discussion. Question: How do narratives reveal history and the human experience? Answer: (learner’s choice) 1: How do you know? (text evidence) 2: What does that mean? (commentary and interpretation) 3: How else do you know? (another topic, learner’s choice) 4: What does that mean? (commentary and interpretation) 5: Conclusion—so, this means what?
• Learners then use the Trading Card Tool to represent the life of the person they read about. Learners include relevant text evidence from the narrative as well as items from the whole-class debrief.
• Learners share the trading cards in a display of what they have learned from the narratives.
• Additional Questions
  • When we read, how do the words impact both our “head” and our “heart”? (Book, Head, Heart by Beers and Probst)
  • What do personal narratives reveal about history and the human experience?

• Ask students the question: Would you eat that? Show images of pork sausages (wurst); potatoes (dumplings, Kartoffelknödel, Spätzle) ; breads (Brot, Brotchen, rye, yeast doughs and pastries); cabbage (sauerkraut); things with flavors of sweet and sour from vinegar, sugar, fruit; spices (of caraway, mustard, juniper berries, parsley, dill, marjoram, thyme, bay leaves, paprika, nutmeg, cinnamon, cloves, ginger, allspice, horseradish, and black pepper); cooked (by braising Sauerbraten), pickling, curing, smoking; desserts with apples, plums, cherries (cakes, tarts, cookies, Schwarzwälder Kirschtorte).
• These foods come from the German culture. A town in Texas, Fredericksburg, began to help German immigrants. Present the cookbook.
• Allow learners to skim and scan the recipes, looking for German influences. Ask learners to prepare a menu of German-influenced recipes from the cookbook, including appetizers, main dish, vegetables, breads, relishes, and a dessert.
• Allow learners to share their menus.
• Conduct a whole-class debrief about the experience using the instructional focus questions in this lesson.

• Read students Fry Bread by Kevin Noble Maillard and review/discuss the food scarcity Native people faced when they were forcibly removed from their homelands.
• Split students up into small groups and have them Google “American farmer.” Have them take note of the images that appear. Who is there? Who is missing? What do they notice about the way the subjects of the photographs are dressed? Do they think these images are an accurate representation of American farmers? Why/why not?
• As a whole class, allow students to share their findings. Then discuss, “What can we learn about people and culture from photographs?”
• Project the image of the “The farmer” without telling students the title of the image and ask them to read it closely, offering to the class what they notice about the photograph.
• Ask students what they infer from the picture. Who is the subject? What is he doing? Where does he live?
• When they have exhausted their noticing, tell them the title of the photo and the historical background: it was taken in 1905; the man is Hopi. Ask students how it changes what they see. Does anything become clearer or less so?
• After finishing the discussion, invite students to choose to write a letter from the subject of Curtis’s photograph to one of the following: (a) farmers today; (b) Curtis; (c) modern American people. What would he want them to know? What wisdom might he offer? What questions might he have for them?

• Show students the picture of Robber Baron Cave. Invite them to wonder what is going on in the picture.
  • What do they notice?
  • What do they think it means?
• Divide the students into five groups and jigsaw an online article about the Robber Baron Cave. Have each group read one section of the history section (Legends of Los Quebrantahuesos, 1920s: Open to the Public [divide in 2], 1950s: Neighborhood Expansion, 1960s to 1990s: Cavers and Surveys) at the preservation site for Robber Baron Cave (https://www.tcmacaves.org/preserves/robberbaron/history/ ). Groups should write down 3 to 5 important facts from the sections they read.
• Have one or two representatives summarize what their group read, discussing how the actual history of the cave has been influenced by stories and legends of the community surrounding it.
• After going through each group, ask students to identify which part of history the image is from. Ensure that they understand the image is staged and part of an advertising campaign to present the caves in a certain way to the public.
  • Is the image real or staged?
  • Why did the owner of the caves choose to market them in this way? (The idea of the Wild West was enticing, He wanted to attract people to visit, etc.)
  • How has the goal of the current owners changed? What do they hope to achieve? (Research, education, preservation, safety, etc.)
• In their groups, have students consider how the current owners might try to convey the current mission if they had an advertising campaign. Imagine one image they might create to highlight the updated mission of the Robber Baron Cave. Each group will create a tableau of this image and present it to the class.
• To wrap up, have students write a short reflection on how our priorities with how we interact with Earth’s natural resources change throughout history and how we balance our desires to interact with them and our desires to learn from and preserve them.

• Begin the lesson with a quickwrite. Ask students to list everything that comes to mind when they think of the animal, the bat. Have students share what comes to mind and document their ideas on the board. Discuss the physical characteristics they might know, connections to pop culture/ literature, and how people feel about bats.
• Next, show them the image of the bat roost and ask them what they see. If students seem to have run out of observations, you may want to enlarge sections of the image (especially if they do not notice the name of the city at the top or the man standing just under the Municipal Bat Roost sign).
• Ask students to theorize what the structure might be used for. Also see if anyone knows what a roost is. If not, explain that a roost is a place where birds and bats rest.
• Once they have had a chance to share their wonderings at what the structure might be used for, explain that it was the idea of Dr. Charles Augustus Rosenheimer Campbell. During the time he lived, malaria was a serious illness that was mostly transmitted by mosquitoes. He knew that bats are mostly insectivores—that is, they eat moths, flies, beetles, and mosquitoes. He thought that by building the roosts throughout the city, he would attract them to rest and hoped that while they were in the area, they would consume many mosquitoes.
• Have the students consider how people in the community may have felt about someone trying to attract bats closer to their homes.
  • Do you think everyone felt safe and happy about the idea?
  • Do you think they everyone was happy about the look and size of the structures?
  • Do you think everyone agreed to building the bat roosts right away?
• Convincing his community to build bat roosts was probably not simple. He probably had to present many positive facts about bats before the city would pass an ordinance. Individually or in small groups, have students research ways that bats benefit the environment. They can use library books or school databases. There are also a many web articles, including those at National Geographic for Kids (https://kids.nationalgeographic.com/nature/article/bat-myths-busted), Bat Conservation International (https://www.batcon.org/about-bats/games-and-activities/bat-squad/), and Britannica for Kids (https://kids.britannica.com/kids/article/bat/352835), to name a few options.
• Once facts have been collected, students should draft a letter to the San Antonio City Council of 1915 trying to convince them why building the bat roosts would be beneficial to the city.
• If time allows, students could also look up current proposals to city council, research the proposal, and write a letter to their current council member laying out their view on the proposal.

• In small groups, students will be given a copy of the picture of Emma Ortega to discuss (other images from the same series may also be used). Ask them to look closely at their image. Guide them to discuss what they infer from what they see. Questions you might pose to groups needing support to begin or dive deeper:
  • What is this person wearing?
  • What is she holding?
  • What kinds of colors and patterns do you see?
  • What do these things remind you of?
  • When do you think this picture was taken?
• As a whole group, share what students observed. Keep a list of observations for the class to see. Discuss the inferences that were made, and once students have gone through all the things they noticed and thought, share with them the fact this photo was taken in 2014 at the Celebration of Traditions Pow Wow where Ms. Ortega was a participant of the Lipan Apache heritage. Have students personally reflect on whether or not they think of Native Americans as a part of our present or whether they only think of them as part of our past.
• Show students books, images, and/or videos of a modern powwow (i.e., Powwow Day by Traci Sorrell, Powwow: A Celebration through Song and Dance by Karen Pheasant-Neganigwane, or https://www.powwows.com/main/native-american-information-students-teachers/ )
• In the same way that a powwow connects Native Americans to their culture and identity, ask students to think about an event they participate in with their family that connects them to their own culture or identity. It could be something dealing with their heritage, their religion, or even just a personal family tradition. Have students quickwrite a list of important things related to the event, including setting, food, music, clothing, who is invited, etc.
• Students can describe their event to a partner or the class. Have the students use their ideas to write a personal narrative describing their chosen event. They can bring in a picture or sketch an image from the event to accompany their writing.

• Students will begin by viewing the image of the world’s largest cowboy boots. Discuss what they notice in the picture:
  • What is the style of boots?
  • What materials do they appear to be made of?
  • What can you tell about the size of the sculpture from the picture?
  • Why might the artist choose to make such a large sculpture of something so common, and why do you think he chose boots instead of some other kind of shoe?
• Share with students the fact that the sculpture is located in San Antonio, Texas, but originally, it was created for Washington, D.C. After three months, they no longer wanted the sculpture, and it was purchased by the owners of North Star Mall. You can show them images of the dismantling and moving process to help highlight just how large the boots are. https://texashighways.com/travel/roadside-oddity-the-worlds-largest-cowboy-boots/
  • Why do you think the owners would purchase this piece of artwork that another city no longer wanted?
  • What does this sculpture say about the importance of boots in the daily life and culture as Texans?
• Following the discussion, let students explore other world’s largest roadside attractions. There are multiple sites with curated lists (https://www.bigroads.com/articles-worldslargest.html or https://www.batchgeo.com/map/roadside-attractions). Have them write down their top 3–5 attractions.
• Once students have their list, have them choose one as the inspiration for writing their own tall tale. Before writing begins, review the characteristics of tall tales, reminding students of the genre’s extensive use of figurative language and exaggeration. Students can use a well-known figure from tall tales, or they can create their own.
• Allow students to read their stories to their classmates, encouraging the use of animated storytelling.

• Show students the image of the Sasser family and ask them to observe what they are seeing without any other context. Invite students to share their observations without making any kind of inferences.
• Continue showing the image and ask students to reflect on the story the image is showing. Have them freewrite their ideas.
• Allow students to share their thoughts and discuss how these observations and reflections change or enhance their own thoughts and questions about the image.
• Share that the image was taken by an investigative reporter in the early 1900s. Ask them to write a caption for the image.
• Next, share the actual image caption and information about the photographer, Lewis Hine.
  • Considering his line of work, do you think this changed how the pictures were composed by Mr. Hine?
  • Does it impact the way you receive the information?
  • Is your opinion influenced based on where information you see today is sourced? Does it change based on who the author/photographer is?
• Regardless of audience or intent, remind students that child labor was common during this time in history and school attendance was not required. Have students create a side-by-side drawing showing children in the early 1900s versus children now. They can present it as two “photos” next to each other, a side-by-side comic, or even a meme (“How it started/How it’s going”).

Students should include a short written reflection with their drawings.

• Show the image of the “Entrance Sign to Hemisfair Park” to students. Have students observe the image. Ask them what they know about the place in the picture. Some students may have prior knowledge connected to the location while others will use details in the picture to construct their responses.
• Share the history of Hemisfair Park with the students, letting them know it was built for the 1968 World’s Fair and in conjunction with the 250^th anniversary of San Antonio’s foundation as a city. Students can get a taste of what the fair was like with videos from the Texas Archive of Moving Images like https://youtu.be/IXffcEvBKr0. There is also a website curated by Christopher Medina that explores many aspects of the fair accompanied with photos and memorabilia here: https://worldsfair68.info/
• Ask students how they think the visitors from around the world felt going to the fair. What about local community members?
• Share with them that while many improvements were made to the area in preparation for the fair (some of which still endure today), many families and businesses were displaced to make room for new buildings and businesses. How might this change the way some community members perceive the fair?
• After sharing the history of the Hemisfair area, talk to students about what is currently happening with the park. It has been over 50 years since the ’68 World’s Fair, and currently, there is a redevelopment plan in place, working to bring businesses and more housing. The city is also considering turning the area into a sports and entertainment district.
• Have students research the upcoming proposal at https://www.sa.gov/Directory/Initiatives/Sports-Entertainment-District. List pros and cons of the changes as they are reading about the plan. Students should consider the information and decide whether they approve of the proposed changes or whether they think the area should remain the way it is. They will write a letter to the council, sharing their opinion and using evidence from their research to support their reasoning. Remind them to think of all the stakeholders when crafting their letter and also to consider how the choices the city of San Antonio makes now will have an effect on generations of San Antonioians now and in the future.

• Students will take a close look at the cover page of The San Antonio Fact Book (image 1). Guide students to observe the page and discuss. Things to consider include:
  • When was this book created?
  • What kind of information do you think will be in this book?
  • What do you think the author’s purpose is?
• Next, share some of the facts found in the book and discuss why someone might want to know this information.
• Read a children’s picture book version of a city or state fact book (i.e., This Is series by M. Sasek or Larry Gets Lost series by John Skewes).
• Have students compare the modern-day book to The San Antonio Fact Book. Focus on similarities and differences in what is shared and how it is shared.
• Discuss what kind of things students think should be in a fact book and make a list on the board.
• In groups of 3–4, students will create a fact book about their city or state.
• Once completed, books can be displayed in the classroom or school library.

• Students will listen to the story Invisible Things by Andy J. Pizza and Sophie Miller. While reading, take a closer look at some of the “invisible things” and have students discuss how the shapes, colors, and characteristics the illustrators used are connected to the feelings or ideas they are supposed to represent.
• Brainstorm with students other feelings or ideas in the world that we cannot see.
• Explain that San Antonio has a sculpture that could very easily be included in the Invisible Things book. Without sharing the name of the sculpture, have students take a close look at La Antorcha de Amistad. Discuss the features of the sculpture. Guiding questions could include:
  • How does the color make you feel? What do you think it might symbolize?
  • What do you think the size or the placement of the sculpture might mean?
  • Do you think the shape represents something?
• After giving students the chance to give their own interpretations, share with them the history of the sculpture and why it was gifted to San Antonio.
  • Does knowing the history and name of the sculpture change what you think it symbolizes? How or how not?
• Using the brainstorming list from earlier, have students choose their own feeling or idea and create a drawing or clay sculpture to represent it. They can name their artwork and write and/or orally present to the class a short description about what their piece represents.

• Students will look at the image of the girls gathered around the microphone. Have them discuss what they see, prompting them to keep observing and noting things. If students need guidance, ask them:
  • Where do you think they are?
  • What does it look like they are doing?
  • What time of year is it?
  • How are they dressed?
  • How do you think they feel?
• Play an Alan Lomax recording of children singing. (There are multiple options, but it is quite possible that the recording of “Hijo, hijo, mira esta mujer” is a recording of the girls in the picture.) Explain that back before people had phones and computers to record things whenever they wanted, Alan Lomax took his special recording device around the country to collect songs and stories that were important to people. He thought this was an important part of our history, and it was something he thought we should keep.
• Have students think about different places they might sing or chant rhymes (i.e., school, home, in the car, on the playground, church). Have students share some of the songs and rhymes that they enjoy and think are important.
• Tell students to think like a historian and try to choose one song they would like to save for the future. Using an iPad or Chromebook, allow the students to record their song (or a piece of their song) alone or in a group. At the beginning or end of the recording, have the students share what it is about their song that is important to them—maybe they have a strong memory tied to it, or maybe it is a song that everybody knows.
• Set up the songs at a listening center for students to hear.

• Students will engage in a quickwrite of the things they remember about Stephen F. Austin.
• After students have an opportunity to share with one another, display the image of Stephen F. Austin’s statue. As a class, discuss ways in which the statue reflects what they know about Austin’s contributions to history and the state.
• Ask students to consider the following:
  • What do the things Austin is wearing and holding represent or say about him?
  • Is there a significance to his stance or where he is looking?
• Once students have discussed the statue and what it symbolizes, tell them about the National Statuary Hall Collection in the United States Capitol.
• In small groups, let students explore the statues for other states and make a list of key things they notice. (https://www.visitthecapitol.gov/apps/nshc/) Have students discuss the following:
  • Why do we erect statues and monuments of people and events from our past?
    • What do these people/events have in common?
    • How are they different?
    • Is anyone being left out?
  • Does the statue of Austin adequately represent his contributions to Texas?
  • How do the subjects chosen for other states compare and contrast to those chosen in Texas?
• Once students have gathered ideas on what characteristics are required to be included in the National Statuary Hall Collection, have them brainstorm other notable Texans who might be worthy of selection.
• Using their discussions as inspiration, have each student choose someone in Texas history they think adequately represents the state. Have students research their chosen subject to collect evidence they will use to support their choice.
• Using their research, students will write a letter to Congress laying out their case for why they think their person should be memorialized and added to the collection.
• Have students create a sketch or clay model of how the statue should look. Display letters and representations in a gallery for classmates to view. Letters can also be mailed to Congressional representatives.

• After the instructional questions, pass out maps of different regions of Texas: Mountains and Basins, Great Plains, North Central Plains, and Coastal Plains) and discuss the different weather experienced in all regions.
• Have students use resources to add the primary type of economy of each region in 1900.
• Have students create a chart about weather in the different regions of Texas.
• Have students write a quick response to the following: How do you know this photograph was from the Coastal Plains? Use evidence from the photograph to support your response.
• Create three separate groups to work on different complementary aspects of this piece of Texas history. Have students present their findings.
  • The American Society of Civil Engineers has a descriptive page about how the seawall was constructed after the 1900 hurricane. After reading that page, what can students tell a partner about the seawall, the economy of Galveston, and the social structure of Galveston?
  • The Galveston and Texas History Center also has information. After skimming both pages, ask students to explain how the two sites differ. Use a Venn diagram to show both similarities and differences. This site also has more primary sources. How are they similar to/different from the Library of Congress photograph?
  • Texas Parks and Wildlife also has a short video about how the wall was constructed.