In this lesson plan, students will learn about the difficulties the empresarios and colonists faced as they searched for the best places in Texas to farm land, build their homes, and raise their families. (Note: This lesson is a good way to follow the advertisement project created in the lesson, “Come One, Come Y’all to Texas.”)

Created by Brenda Beaven, December 2007

The student understands the location and characteristics of places and regions of Texas. The student is expected to:

• compare places and regions of Texas in terms of physical and human characteristics;
• analyze the effects of physical and human factors such as climate, weather, landforms, irrigation, transportation, and communication on major events in Texas.

§113.23. Geography, Grade 7. (b)(9)(B,C)

The student understands the effects of the interaction between humans and the environment in Texas during the 19th and 20th centuries. The student is expected to:

• identify ways in which Texans have adapted to and modified the environment and analyze the consequences of the modifications;
• explain ways in which geographic factors have affected the political, economic, and social development in Texas.

§113.23. Geography, Grade 7. (b)(10)(A,B)

It's all about the land! In order to settle the land called Texas, the Mexican government granted twenty six empresario contracts. Among those contacts granted, the most successful colony was managed by Stephen F. Austin. Austin did a lot of things right. He picked good farm land between the Brazos and Colorado Rivers where there were enough trees to build farms, barns and fences, but not an overgrown forest. The rainfall was plentiful but land tended not to flood often. The rivers were adequate to take the produce, such as cotton, to the ports and while wildlife abounded, threats from Native Americans were scarce.  Austin himself was a huge advantage because he had spent time in Mexico City meeting many important people and learning the Spanish language, which allowed him to earn the trust of the Mexican officials.

• After reviewing the history of early life in Texas, students will break up into small groups and work on forming their own “colonies.”



• Each group will be given a task sheet and a map to work with. They may use their textbooks, the Texas Almanac, and “hearsay,” or prior learning.



• After filling out the sheet and placing their colony on the map provided, each group must find a way to convince the class to move to their colony.

The students will be graded on the information included about their colonies and their group presentations.

"Old 300" Deed to land (#1)"Old 300" Deed to land (#6) Barge on a river Map of Austin's Colony Empresario map Student Task Sheet Texas Almanac Textbook