Students brainstorm the activities of an entrepreneur. Then they examine the Mexican land grant program in Texas. Next they learn about empresarios, including Martín de León, and explain why settlers immigrated for the land. Finally they analyze how an empresario was a type of entrepreneur.
Students read background information about Mexico’s “Texas problem” after independence and the use of the empresario system to increase the population. They connect the idea of a lemonade stand to entrepreneurship, look up the term “entrepreneur” if needed, and contribute to a word cloud by posting a word or short phrase describing something an entrepreneur might do.
Teacher MovesIntroduce the experience overview and objectives, explaining that students will explore Mexican colonization laws and the role of empresarios such as Martín de León. Clarify the meaning of “entrepreneur” with examples of modern entrepreneurs and preview that students will later connect this concept to empresarios. Monitor and, if desired, briefly discuss student responses in the word cloud before moving on.
Students examine a land grant map from 1835 and read about how Mexico merged Texas with Coahuila, used land grants to attract settlers, and passed colonization laws that created both rights and obligations for immigrants. They complete a drag-and-drop activity categorizing items from the laws as rights or obligations. Then they read about why many Anglo settlers immigrated to Texas—such as inexpensive land, expectations that the United States might buy Texas, and the chance to escape debt—and how Mexico later ended U.S. immigration. Students create a concept map summarizing the main points about Mexico and Anglo immigration to Texas.
Teacher MovesGuide students through the land grant context, emphasizing why Mexico wanted to increase Texas’s population and how the colonization laws balanced rights and obligations. Support students as they categorize the law items, prompting them to justify their choices. For the concept map, encourage students to include key ideas such as land grants, religious requirements, citizenship, expectations of U.S. expansion, and debt relief. Clarify that Mexico eventually reversed its open-immigration policy out of concern about U.S. influence in Texas.
Students read about the empresario system, learning that empresarios were businessmen who promoted settlement in Texas in exchange for large land grants and responsibilities such as recruiting families, managing budgets, and acting as local government. They examine how colonies were located in fertile, well-watered areas of eastern Texas where agriculture could thrive and how many empresarios became wealthy. Students then read about Martín De León’s Tejano colony near Victoria, including its role as a ranching and trade center, his design of the town according to Mexican colonization law, and his family’s social and cultural leadership. They also learn that De León used the first cattle brand in Texas and that, despite his efforts, Anglos soon far outnumbered Tejanos. Finally, students post to a class wall explaining why land grants were attractive to both empresarios and settlers.
Teacher MovesExplain the purpose and structure of the empresario system, highlighting the economic and governmental roles empresarios played and why eastern Texas was attractive for settlement. Emphasize Martín De León’s contributions as a notable Tejano empresario, including his colony’s economic, social, and cultural importance. Share and discuss strong student responses from the wall, drawing out ideas about cheap, fertile land for settlers and power, responsibility, and potential wealth for empresarios.
Students revisit their earlier understanding of “entrepreneur” and post to a collaborative wall explaining how an empresario functioned as a nineteenth-century entrepreneur, connecting responsibilities such as organizing settlers, managing contracts and budgets, and taking risks in hopes of rewards.
Teacher MovesLead a discussion comparing empresarios to modern entrepreneurs, prompting students to identify parallels in initiative, risk-taking, management of people and resources, and pursuit of profit or success. Use student examples from the wall to reinforce the idea that empresarios were entrepreneurial figures within the Mexican colonization system.
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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