Students read a quote by Stephen F. Austin and rewrite it in their own words. Then they learn about the Austin Colony and mark it on a map of Texas and its rivers. Next they analyze the requirements the Mexican government set forth for immigrants and explain why Austin considered it important for his colonists to be of good moral character. Finally students examine how the colonists interacted with the environment.
Students are introduced to Moses and Stephen F. Austin’s roles in colonizing Texas, then read a quotation by Stephen F. Austin describing Texas as a wilderness and explaining why the Mexican government opened it for settlement. In small groups, they discuss the quote and collaboratively rewrite its message in their own words, focusing on the reasons Texas was opened to foreign immigrants.
Teacher MovesPreview the experience, highlight key vocabulary, and review the lesson objectives. Organize students into small groups and guide them in unpacking the quotation, prompting them to consider Austin’s and the Mexican government’s attitudes toward Native American tribes and how these views affected Indian lands and communities.
Students examine an image of the settlement of Austin’s colony and read a detailed passage about Stephen F. Austin’s colonization contracts, the continuation of Moses Austin’s plan, the selection and promotion of land between the Brazos and Colorado Rivers, the arrival of the Old Three Hundred, and the founding and layout of San Felipe as the colony’s center. They then answer multiple-choice questions about Austin’s motivations and the number of families in his original colony. Using a map of Texas rivers and river basins, students locate the general area of the Austin Colony and mark it on the map.
Teacher MovesSelect and model an appropriate reading strategy (small-group reading, whole-class read-aloud with discussion, or independent reading followed by summarizing). Clarify main ideas, answer student questions, and connect this background to future learning about life in the colony. After students respond to the questions, review correct answers and reasoning. Support students in accurately locating the Austin Colony in the Brazos–Colorado river basin near present-day Houston, reinforcing key geographic features.
Students read about the diverse European origins of immigrants to the Austin Colony and other land grant colonies and how their cultures continue to shape Texas communities today. They then learn the three conditions Anglo immigrants had to meet to settle in Mexico—pledging loyalty to Mexico, becoming Catholic, and being of good moral character—and how Austin recruited settlers who were honest, hard-working, and skilled. In small groups, they discuss and post a response explaining why Austin considered it important that colonists be of outstanding character.
Teacher MovesInvite students to share examples of Texas towns that still reflect the ethnic heritage of their founders, connecting past immigration to present-day culture. Emphasize the settlement requirements and Austin’s focus on moral character, and guide groups to consider the challenges of life in the colony, the need for cooperation, and Austin’s desire to avoid trouble with Mexican authorities. Use these ideas to deepen students’ explanations of why character mattered in the success of the colony.
Students study a modern map showing present-day Austin County within the original Austin Colony and distinguish it from the city of Austin. They read a description of the Old Three Hundred’s location between the Brazos and Colorado Rivers, noting access to fresh water, elevation, transportation advantages, and the mix of woodlands and prairies that supported farming and plantations. In small groups, they respond to a prompt explaining how the settlers of the Old Three Hundred interacted with and used the environment to meet their needs.
Teacher MovesClarify the geographic location of Austin County relative to Houston and the city of Austin. If needed, prompt students to think about basic needs—water, food, and shelter—and how the area’s rivers, creeks, timber, and prairies helped settlers meet those needs. Highlight that settlers both adapted to and modified the environment, such as using local timber for homes and clearing prairies for agriculture, and encourage students to include both types of interactions in their responses.
Students complete the exit quiz by answering all the questions.
Teacher MovesFacilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.
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