Students make observations about a graph of total Texas population between the years 1900 and 2020. Then they learn about urban growth over the twentieth century and the changes it brought in the Texas economy. Next they examine two population maps to draw conclusions about current urban growth. Finally they write a short profile of their hometown using concepts learned in the lesson.
Students read an introduction explaining how Texas shifted from a mostly rural, farming and ranching state to a more urban, industrial one. They examine a graph of Texas population from 1900 to 2020 and record at least one observation about how the population has changed over time in a shared table.
Teacher MovesPreview the lesson purpose and vocabulary, and highlight the objectives related to population trends and causes of urbanization. As students share observations about the population graph, prompt them to notice patterns in growth rates. Ask how they think the growth of Texas cities compares to overall population growth, accepting predictions without evaluation to build curiosity for the next scene.
Students view an image of a busy downtown Houston street from 1943 and read a detailed narrative about life in rural Texas, the hardships of farming, and the pull of city jobs in industries such as cattle, oil and gas, textiles, media, aerospace, banking, and manufacturing. They learn how transportation and communication advances, military bases, and new businesses contributed to urban growth and the rise of major metropolitan areas like Houston, Dallas–Fort Worth, San Antonio, and Austin. Students then complete a drag-and-drop activity matching Texas cities to the industries that helped them grow and answer a multiple-choice question identifying an example of a metropolitan area.
Teacher MovesGuide students through the reading, clarifying key terms (such as urbanization and metropolitan area) and checking for understanding about why people left farms for cities. Support students as they complete the drag-and-drop and multiple-choice tasks, prompting them to connect specific industries to particular cities. Before moving on, briefly summarize the main ideas about how economic opportunities, transportation, and communication drove urban growth in Texas.
Students examine population maps of Texas and post conclusions on a shared wall about urban growth and how the population is distributed across the state. They then read a short summary highlighting that most Texans now live in four major metropolitan areas, that rural populations are declining, and that the remaining population is spread among other cities and small towns.
Teacher MovesPrompt students to look for patterns on the maps, such as where population is concentrated or declining, and to explain their conclusions with evidence from the visuals. Use the teacher note guidance to highlight trends like sparse population in western Texas, growth in the Rio Grande Valley, and rapid expansion around major metropolitan areas. Connect student observations to the summary text, reinforcing how economic opportunities and migration shape where people live in Texas.
Students read about how rapid urbanization in Texas has created challenges such as increased garbage, the need for more police and sewer systems, housing shortages, and traffic congestion, as well as benefits like a larger property tax base to fund schools. They then write a short profile of their hometown on a shared wall, describing its population size, advantages and disadvantages of living there, and special challenges the town faces. Finally, they review classmates’ posts and respond to at least two with a question or positive comment.
Teacher MovesDiscuss with students how population growth affects city services, transportation, and local funding, encouraging them to connect these ideas to their own community. Support students as they draft their hometown profiles, prompting them to use lesson concepts such as urbanization, economic opportunities, and local challenges. After students share and comment on posts, facilitate a whole-class discussion to co-create a summary profile of the hometown that synthesizes common themes and diverse perspectives.
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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