Students first take a poll of items that they think are made from petrochemicals. Then they watch a video and read about the discovery of oil at Spindletop. Next they explain how the oil and gas industry contributed to the industrialization of Texas. Finally they examine three renewable energy sources being developed in Texas.
Students read an introduction to the discovery of oil at Spindletop and how it shifted the Texas economy from cotton and cattle to oil and gas. They examine an image of the Lucas Gusher at Spindletop and learn that petrochemicals are products made from oil and natural gas. Students then respond to a poll by selecting which everyday items they think are made from petrochemicals.
Teacher MovesPreview the experience, review the lesson objectives, and introduce key vocabulary related to oil and petrochemicals. After the poll, share or reference the extended list of petrochemical products from the student pack, asking students which items surprise them and emphasizing that petrochemicals are a basic resource for many synthetic materials.
Students view an image of the Spindletop oil gusher and watch Gusher: The Spindletop Story to learn about the discovery of oil at Spindletop, the resulting oil boom, and its effects on Beaumont and the Texas economy. They read explanatory text about Pattillo Higgins, Anthony Lucas, the production and decline of the Spindletop field, the growth of oil companies in the Texas Gulf area, and the creation and impact of the Permanent University Fund. Students then answer multiple-choice questions about the economic and educational impacts of Spindletop and why the field eventually closed.
Teacher MovesIntroduce the video and, if desired, segment it to focus first on the original oil boom. Clarify key details about Higgins, Lucas, and the scale of the Spindletop discovery, prompting students to connect the text and video. After students answer the questions, review responses to highlight how oil changed land values, population, and education funding in Texas, and guide students to summarize the importance of the discovery of oil in Texas.
Students read about how industrialization and electricity increased the use of oil for lighting, heating, and powering machines, and how factories, railroads, and automobiles expanded demand for oil. They learn how large-scale oil production in Texas transformed transportation, industry, home energy, and led to new petrochemical products and related industries, especially in Houston. Students also read about the creation and growth of the Houston Ship Channel and examine information on Houston’s role as a major energy hub and how global events, such as OPEC’s 1973 oil embargo, affected the Texas oil industry. Students then post a written explanation to a class wall describing how the oil and gas industry contributed to the industrialization of Texas, citing evidence from the texts.
Teacher MovesGuide students through the reading, emphasizing cause-and-effect relationships between oil discoveries, industrial growth, urbanization, and job creation in Texas. Highlight Houston and the Ship Channel as case studies of how geography and infrastructure supported the oil industry. Prompt students to use specific evidence in their wall posts, then share and discuss strong or interesting examples to reinforce how oil and gas reshaped Texas’s economy and cities.
Students read about the role of oil and gas as the base of the Texas economy, the non-renewable nature of fossil fuels, and a graph showing Texas electricity sources and the growth of alternative energy. They then study short texts and images about three renewable energy sources in Texas: wind energy, solar energy, and biofuels, focusing on where these industries are located, how they create jobs, and why Texas is investing in them. Students write a post to a shared wall explaining, in language appropriate for a first grader, why Texas is developing renewable energy sources, and then read and respond to at least two classmates’ posts with questions or positive comments.
Teacher MovesExplain the difference between non-renewable and renewable energy and connect the decline of fields like Spindletop to the need for alternative sources. Support students in identifying key reasons Texas is developing wind, solar, and biofuels, such as resource limits, economic opportunity, and job creation. Encourage students to draw on any personal experiences with energy use or power disruptions and to translate complex ideas into simple, clear explanations for a younger audience. Prompt constructive peer feedback on the wall and facilitate a brief discussion about how renewable energy can shape Texas’s future.
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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