Students first brainstorm the purpose of an unidentified farm machine (cotton compressor). Then they learn about the rise of commercial farming in Texas. Next they examine basic economic concepts, such as supply, demand, and competition, and apply them to commercial farming in Texas. Finally they read about modern agriculture in Texas and create a map of agricultural activity.
Students read background information about cotton as the main Texas crop after the Civil War and how new machines increased farm production. They examine an image of a “mystery” farm machine and respond in a shared table by describing what they think the machine is designed to do.
Teacher MovesIntroduce the overall experience and review the lesson objectives and key vocabulary (commercial, enterprise, compete). After students share their ideas about the machine, reveal that it is a cotton compressor patented by George Taylor in 1887 and explain how compressing cotton bales reduced shipping costs and increased profits.
Students view images of a modern cotton farm and read an explanation of commercial farming in Texas, including how railroads and large-scale production affected the economy. They answer multiple-choice questions to check their understanding of commercial farming and why crop prices dropped when there was too much supply.
Teacher MovesClarify the concept of commercial farming and guide students through the idea that overproduction can lower prices and profits. Prepare students by noting that they will explore supply and demand in more depth in the next scene.
Students read about the U.S. free enterprise system, including how businesses make choices about production, pricing, and profit. They examine an example of seasonal pricing for coats, then learn definitions of supply and demand and watch the video What Is Supply and Demand? to deepen their understanding of how these forces set prices. In a drag-and-drop activity, they apply this knowledge to explain how prices change when supply and demand are high or low. They then read about how supply and demand affected cotton farming in Texas before and after the Civil War and how competition and free enterprise influenced farmers’ choices. Finally, they post a written explanation to a class wall describing in their own words how supply and demand affected commercial farming in Texas.
Teacher MovesSupport students in connecting the free enterprise system to real-world examples, emphasizing how supply and demand influence prices. Monitor and assist with the drag-and-drop activity to ensure students correctly interpret the relationships. Facilitate the wall discussion by highlighting strong or insightful student explanations, and, if appropriate, challenge advanced students to apply supply and demand concepts to the growth of the Texas cattle industry.
Students read the “Into the Modern Age” and “Present Day” sections of the article A History of Texas Agriculture to learn about modern agricultural practices and regional economic activities in Texas. Using a provided map, they create a thematic map by marking or drawing agricultural activity in at least four different regions of the state.
Teacher MovesDirect students to title their maps and explain that they are creating a thematic map focused on agriculture. Offer examples of appropriate regional crops and activities (such as citrus in the Rio Grande Valley, cotton in the Panhandle and High Plains, tomatoes in South Texas, rice in the southeast, corn in the Northern Plains, and ranching across much of Texas) to guide and check student work.
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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