Objectives

• Create a detailed, thorough presentation of their research and recommendations for their portion of the plan
• Prepare a neat model of their plans for the city. One model will be made with your entire class, so students must work with others
• Students will need to seek out others who are working on similar tasks and reach agreement on the information collected and conclusions made
• Present their findings before the class

Time Required

Grade Level

Curriculum Fit

• 113.24.b.8.1.B. Apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods
• 113.24.b.8.6.C. Analyze the relationship between the concept of Manifest Destiny and the westward growth of the nation
• 113.24.b.8.6.E. Identify areas that were acquired to form the United States
• 113.24.b.8.10.A. Create thematic maps, graphs, charts, models, and databases representing various aspects of the United States
• 113.24.b.8.10.B. Pose and answer questions about geographic distributions and patterns shown on maps, graphs, charts, models, and databases
• 113.24.b.8.7.C. Analyze the impact of slavery on different sections of the United States
• 113.24.b.8.11.A. Locate places and regions of importance in the United States during the 18th and 19th centuries
• 113.24.b.8.11.C. Analyze the effects of physical and human geographic factors on major historical and contemporary events in the United States
• 113.24.b.8.12.A. Aanalyze how physical characteristics of the environment influenced population distribution, settlement patterns, and economic activities in the United States during the 18th and 19th centuries
• 113.24.b.8.12.C. Describe how different immigrant groups interacted with the environment in the United States during the 18th and 19th centuries
• 113.24.b.8.13.A. Identify economic differences among different regions of the United States
• 113.24.b.8.24.A. Identify selected racial, ethnic, and religious groups that settled in the United States and their reasons for immigration
• 113.24.b.8.30.A. 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 the United States
• 113.24.b.8.30.B. 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
• 113.24.b.8.30.H. Use appropriate mathematical skills to interpret social studies information such as maps and graphs
• 113.24.b.8.31.A. Use social studies terminology correctly
• 113.24.b.8.31.B. Use standard grammar, spelling, sentence structure, and punctuation
• 113.24.b.8.31.C. Transfer information from one medium to another, including written to visual and statistical to written or visual, using computer software as appropriate
• 113.24.b.8.31.D. Create written, oral, and visual presentations of social studies information
• 113.24.b.8.32.A. Use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution
• 113.24.b.8.32.B. Use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision

Resources

• League of Women Voters' Houston City Government Handbook
• A.E. Grimke's Statement on Slavery (1836)
• University of Virginia's Collection of Slave Narratives
• 169 Years of Historic Houston

• library
• map of John Austin's land grant
• Joe B. Frantz and David G. McComb's Houston: A Student's Guide to Localized History

Materials

• Materials for the class model (minatures, fake grass and plants, poster board, constructin paper, glue, etc.)

Preparation

• Inform the librarian of this project and schedule a day for class research
• Prepare specific guidelines for students' presentations

Procedure

1. Your class should be divided into three groups and each assigned one of the following topics: Economics, Politics, and Society. Students should individually research their topics using the questions below. Politics: Determining how Houston will be run is key not only to the city's survival, but also to the success of the new Republic of Texas. Without good leadership, organization, and laws the city will not succeed. You must determine the following:
   • What will be the exact location of the Houston within John Austin's half league? What will be the exact layout of the city? (Don't forget to consider the distance from waterways for navigation, drinking, and irrigation.)
   • How will local laws be made?
   • How will local laws be enforced?
   Economics: Houston's survival will hing upon its ability to produce revenue and economic activity. Newcomers will need means of employment and many goods and services must be produced. You will decide the economic character of this new city by exploring the following:
   • How will the city's people make money? Will they be involved in trading, shipping, agriculture, or something else?
   • What will the immigrants need to bring from the east for housing, business, and survival? What will the city lack until it is self-sufficient?
   • What jobs must be filled? How many people will do them? Who will supervise these workers?
   • How will the city pay for things?
   • Slavery was used in many eastern towns. Will it be legal in Houston?
   Society: You are in charge of planning the smaller details of daily life in Houston. Your decisions will affect all city dwellers on a regular basis, so carefully explore and consider your decisions. Some things you'll need to consider are listed below:
   • What will houses look like both inside and out?
   • What will the people do for fun and entertainment?
   • How will the schools be run? Who will be allowed and/or required to attend them?
2. After completing their independent research students will assemble with those researching the same category. Together they must resolve any conflicting opinions about how the city should be run and plan a presentation of their findings and conclusions. Students should prepare some sort of written, visual or other type of presentation according to the guidelines you provide.
3. As a class build a model of the New Town of Houston according to each group's recommendations. Everyone should participate in this step.

Evaluation

Below is a sample grading rubric for this lesson.

Score 4	Score 3	Score 2	Score 1
Consistant participation in building class model	Frequent participation in building class model	Occasional participation in building class model	Rare or no participation in building class model
Conducted thorough independent research	Conducted substantial independent research	Conducted partial independent research	Conducted little or no independent research
Consistant participation in preparation and presentation of group conclusions	Frequent participation in preparation and presentation of group conclusions	Occasional participation in preparation and presentation of group conclusions	Rare or no participation in preparation and presentation of group conclusions

Conclusion

• How does city government differ from national government?
• What was the primary source of wealth in Houston? Employment?
• What major social issues had to be addressed in planning Houston? Which do you think was the most important?

Extension