Students learn about Moses and Stephen Austin and their roles in the settlement of Texas. They read about the Austin colony and land grant conditions and requirements. Then they work in small groups to prepare a recruitment poster on behalf of the Austin colony.
Students read an introduction explaining the roles of Moses and Stephen F. Austin in colonizing Texas and how they will later create a recruitment poster. They examine an 1873 map of Austin, Texas and brief background text about how the city and nearby streets were named. Students then respond to a word cloud prompt by suggesting possible names of other streets in downtown Austin.
Teacher MovesPreview the experience, highlighting the focus on Moses and Stephen F. Austin and the culminating recruitment poster task. Clarify that this lesson connects to two related experiences on Texas colonization and settlement. After students submit word cloud responses, explain the actual naming pattern of Austin’s downtown streets to build geographic and historical context, then transition students to the next scene when the class is ready.
Students read about Moses and Stephen F. Austin, focusing on Moses Austin’s background and motivations and Stephen F. Austin’s empresario work and colonization contracts. They answer multiple-choice questions about Moses Austin’s industry, his reasons for the “Texas Venture,” the approximate number of settlers Stephen Austin brought to Texas, and the importance of land titles for colonists. Students then sequence key events in Austin’s colonization efforts using a drag-and-drop chronology activity and locate the general area of Austin’s Colony on a map in a drawing task.
Teacher MovesEnsure students access and read the assigned texts on Moses and Stephen F. Austin. Monitor and support students as they answer the comprehension questions, clarifying misunderstandings about motives, numbers of settlers, and land titles. Guide students through the chronology activity, reinforcing cause-and-effect relationships among major events, and assist as needed while they identify the colony’s location on the map. Before moving on, organize students into their small groups for the next two scenes and unlock the following scene when all are ready.
Students read more detailed information about the inner workings of Austin’s Colony. Working in small groups, they complete a graphic organizer that records details such as land price per acre, land allotments for farmers and livestock ranchers, cotton yields, other successful crops, Mexico’s requirements for settlers, and the states from which many settlers came. As a group, they then post responses to a discussion wall explaining why Austin wanted colonists to be of outstanding character.
Teacher MovesDirect students to the reading on Austin’s Colony and assign a group note taker to complete the graphic organizer while others contribute information. Circulate to check for accuracy and depth in the notes, prompting students to connect economic opportunities, land policies, and Mexican requirements. After groups post to the discussion wall, use guiding questions and the provided explanation to deepen understanding of why Austin prioritized hardworking, cooperative settlers who would avoid conflict with Mexican authorities. Unlock the next scene when groups have finished.
In small groups, students take on the role of agents working for Stephen F. Austin to recruit settlers to his colony. Using information from their notes and prior knowledge about Texas land grants between 1821 and 1830, they decide on key “selling points” and create an advertisement poster designed to attract immigrants, considering multiple perspectives of potential settlers. A group photographer uploads a photo of the completed poster to a discussion wall. Students then review other groups’ posters and respond to at least two with a question or positive comment.
Teacher MovesSet a clear time limit and expectations for the recruitment posters, reminding students to draw on details from the previous scene and to consider different types of potential settlers. Support groups as they plan and design their posters, prompting them to use specific evidence about land, crops, and requirements. After posters are uploaded, encourage students to engage respectfully with peers’ work online and in person. Hang posters around the room, allow time for a gallery walk, and, if time permits, invite each group to present its poster orally before transitioning students to the individual evaluation.
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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