In this lesson plan, students will research the numerous culture groups of Texas and identify these groups’ contributions to Texas.  They will then locate a recipe that represents their culture group, prepare the recipe, and bring the food for a day of tasting – and feasting!

Created by Laurie Gallant, December, 2007

The student understands how individuals, events, and issues prior to the Texas Revolution shaped the history of Texas. The student is expected to identify important individuals, events, and issues related to European exploration and colonization of Texas, including the establishment of Catholic missions.
TEKS §113.23. History, Grade 7. (b)(2)(B)

The student understands how individuals, events, and issues shaped the history of Texas during the 20th century. The student is expected to:

• define the impact of "boom and bust" and trace the boom-and-bust cycle of leading Texas industries throughout the 20th century, including farming, oil and gas, cotton, cattle ranching, real estate, and banking;
• trace 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 Farmer, Hector P. García, Oveta Culp Hobby, and Lyndon B. Johnson;

TEKS §113.23. History, Grade 7. (b)(7)(A,C)

The student understands the location and characteristics of places and regions of Texas. The student is expected to locate places and regions of importance in Texas during the 19th and 20th centuries.
TEKS §113.23. Geography, Grade 7. (b)(9)(A)

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; and
• explain ways in which geographic factors have affected the political, economic, and social development of Texas.

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

The student understands the characteristics, distribution, and migration of population in Texas in the 19th and 20th centuries. The student is expected to:

• analyze why immigrant groups came to Texas and where they settled;
• analyze how immigration and migration to Texas in the 19th and 20th centuries have influenced Texas.

TEKS §113.23. Geography, Grade 7. (b)(11)(A,B)

The student understands the concept of diversity within unity in Texas. The student is expected to:

• explain how the diversity of Texas is reflected in a variety of cultural activities, celebrations, and performances;
• describe how people from selected racial, ethnic, and religious groups attempt to maintain their cultural heritage while adapting to the larger Texas culture; and
• identify examples of Spanish influence on place names such as Amarillo and Río Grande and on vocabulary in Texas, including words that originated from the Spanish cattle industry.

TEKS §113.23. Culture, Grade 7. (b)(19)(A,B,C)

The student understands the impact of scientific discoveries and technological innovations on the political, economic, and social development of Texas. The student is expected to:

• compare types and uses of technology, past and present;
• identify Texas leaders in science and technology such as Roy Bedichek, Walter Cunningham, Michael DeBakey, and C.M. "Dad" Joiner.

TEKS §113.23. Science, technology, and society, Grade 7. (b)(20)(A,B)

The student applies critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology. The student is expected to:

• differentiate between, locate, and use primary and secondary sources such as computer software, databases, media and news services, biographies, interviews, and artifacts to acquire information about Texas;
• 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;
• organize and interpret information from outlines, reports, databases, and visuals including graphs, charts, timelines, and maps.

TEKS §113.23. Social studies skills, Grade 7. (b)(21)(A,B,C)

The student communicates in written, oral, and visual forms. The student is expected to:

• use social studies terminology correctly;
• use standard grammar, spelling, sentence structure, and punctuation;
• transfer information from one medium to another, including written to visual and statistical to written or visual, using computer software as appropriate;
• create written, oral, and visual presentations of social studies information.

TEKS §113.23. Social studies skills, Grade 7. (b)(22)(A,B,C,D)

(Note: The following Instructions and Project Outline should be printed out and given directly to the students. See the Taste of Texas packet that the student and the student’s parent(s) will have to sign.)

This week you will be conducting research for your Texan Cultures Project. You may choose to do this project alone or with a partner.  The purpose of this project is to open your eyes and mind to all of the cultures that have influenced Texas.

(Note: The students should then write the following questions on 6 envelopes which will then be  glued inside a letter sized manila folder.  The students will write their answers to each question in detail on note cards and place them inside the correct envelope.  This is a great way to keep all the information together.)

Your Task:
Research your chosen culture to find the following:

1. Where was their homeland (country and continent)? Why did they choose to leave their homes (i.e., war, famine, better opportunity, etc.)?
2. Where did they settle in Texas? (Name the region, the cities, and tell what the climate was like.)
3. What contributions did they make to Texas? What skills did they bring – were they glassmakers, woodworkers, etc.?
4. Who are some famous, influential people in your culture group in Texas? Provide their names and what they are famous for.
5. Interesting facts and things that amazed you as you studied the group.

Bibliography (your sources – books, articles, Internet).

Each student will keep a calendar that will required the teacher’s signature for different deadlines, such as recipe selected, parent signature, note cards completed, quilt completed.  This helped in organization.  Students should be graded for the following:
Calendar – 10 points
Quilt – 25 points (this activity is optional)
Research – 65 points

The overall grade for this project can be counted as a major grade/test grade.  Students should also receive a separate grade for the recipe and food.  If some students are not able to contribute food for personal reasons, they can contribute in another way, perhaps by bringing in plates or silverware or helping with clean up or serving. This is a great way to get the parents involved!

The class can also create a paper quilt that represents their culture group.  Click here for the instructions.  Clip art can be used for those that are artistically challenged! 

File folders for each student
6 envelopes for each student
Computer Lab or Library time for research Research Instructions Project Outline Taste of Texas packet Quilt Instructions Grading Rubric

TIDES Links: 1787 Spanish Land Grant Spanish Royal Decree to Strengthen Position in the Church, 1804 1835 Map of Spanish Texas African American Barber Shop, ca. 1900 Stone Fort, 1885Sen. Matthew Gaines Speech, ca. 1870 1839 Order to Survey Land for the Establishment of an Education System Sam Houston's Law Office Group Picnic, ca. 1890 Main Street Nacogdoches, 1890 "Famous Women in Early Texas" scrapbook entry1821 Announcement of Mexican Independence Engraving of Santa Anna 1839 Commendation from the Mexican President

Other resources: Handbook of Texas Online Texans One and All, from the Institute of Texan Culture