Students learn about the century of one-state political rule in Texas. They analyze the factors that led the shift from a strongly Democratic state to a Republican state. Finally they research a prominent political leader in Texas.
Students learn about the century of one-state political rule in Texas. They analyze the factors that led the shift from a strongly Democratic state to a Republican state. Finally they research a prominent political leader in Texas.
Students view images of the Democratic and Republican Party symbols and read an introduction explaining that Texas was strongly Democratic from the end of Reconstruction through the mid-1960s and later “turned red.” They review the lesson objectives and respond to a discussion wall prompt by explaining what the phrase “yellow dog Democrat” might mean, using their own ideas and prior knowledge.
Teacher MovesIntroduce the experience overview and objectives, highlighting that students will examine Texas’s shift from Democratic to Republican dominance and research key political leaders. Facilitate the discussion about “yellow dog Democrats” by sharing historical background on the phrase’s uncertain origins, including the 1848 Lincoln quote and the 1928 slogan about voters who would “vote for a yellow dog” before voting Republican.
Students read background text describing Texas as a one-party Democratic state from 1874 to 1978, then study data from Presidential Election Results. They answer two fill-in-the-blank questions: first, counting how many times Texas voted for the Republican presidential candidate between Reconstruction (1872) and 1984, and second, how many times it did so between 1988 and 2020. They then read an explanation of key elections in which Texas supported Republican candidates, including 1928, 1952 and 1956, 1972, and elections from 1980 onward.
Teacher MovesGuide students in interpreting the presidential election data, prompting them to notice the contrast between early, infrequent Republican victories and the consistent Republican support beginning in 1980. Clarify the historical context of the highlighted elections (Al Smith and religious bias, Eisenhower as a Texan, Nixon’s landslide, and Reagan’s long-term impact) and support students in drawing conclusions about the emergence of Republican strength in Texas.
Students read When Texas Turned Republican to learn about the political, social, and cultural factors that shifted Texas from Democratic to Republican dominance. Using a graphic organizer, they explain how Senator John Tower, the women’s rights movement, and President Ronald Reagan each contributed to strengthening the Republican Party in Texas.
Teacher MovesSupport students as they read the article by clarifying key terms and ideas related to party realignment and conservatism. Guide completion of the graphic organizer by prompting students to connect specific individuals and issues—such as John Tower’s election, conservative responses to women’s rights, and Reagan’s appeal—to broader changes in Texas political identity. Then organize students into small groups and assign each group one Texas political leader to research in the next scene.
In small groups, students research an assigned Texas political leader (such as Lawrence Sullivan “Sul” Ross, James A. Baker III, Henry B. González, Kay Bailey Hutchison, Barbara Jordan, Raymond L. Telles, or Raul A. Gonzalez Jr.), using online sources including articles from the Student Pack. They create a report that includes an image of the person, their political party, the main causes they supported, key accomplishments, and at least one interesting fact. Groups then post their report or a link to a digital presentation (e.g., Prezi, timeline, slide deck, or other approved tool) to a discussion wall and read other groups’ reports to learn about additional leaders.
Teacher MovesEnsure each small group is assigned a different leader and has access to appropriate research resources. Provide guidance on effective online research, citation, and avoiding plagiarism, and clarify expectations for the report components. Monitor group work, offer feedback on content accuracy and clarity, and encourage students to explore how each leader’s actions and party affiliation reflect broader political trends in Texas. After posting, prompt students to review and discuss other groups’ reports, drawing comparisons among leaders and their contributions.
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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