Teachers

Subject: 4th and 7th

Grade: Social Studies/Texas History

Author: Mary S. Black, revised by Jason Terry (2023)

Time Duration: One 45-minute class period

Objective: Students create a timeline to understand how long people have lived in the area near Nacogdoches, Texas.

TEKS: Social Studies, Grade 4

• (1A), explain the possible origins of American Indian groups in Texas
• (1B), identify and compare the ways of life of American Indian groups in Texas before European exploration such as the Lipan Apache, Karankawa, Caddo, and Jumano
• (1C), describe the cultural regions in which American Indians lived such as Gulf, Plains, Puebloan, and Southeastern
• (2C), explain when, where, and why the Spanish established settlements and Catholic missions in Texas as well as important individuals
• (3A), analyze the causes, major events, and effects of the Texas Revolution, including the Battle of the Alamo, the Texas Declaration of Independence, the Runaway Scrape, and the Battle of San Jacinto
• (8A), describe ways people have adapted to and modified their environment in Texas, past and present, such as timber clearing, agricultural production
• (8B), explain reasons why people have adapted to and modified their environment in Texas, past and present, such as the use of natural resources to meet basic needs
• (19C), organize and interpret information in outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps

Social Studies, Grade 7

• (1A), identify the major eras in Texas history, describe their defining characteristics, and explain the purpose of dividing the past into eras, including Natural Texas and its People; Age of Contact; Spanish Colonial; Mexican National; Revolution and Republic; Early Statehood; Texas in the Civil War and Reconstruction; Cotton, Cattle, and Railroads; Age of Oil; Texas in the Great Depression and World War II; Civil Rights; and Contemporary Texas
• (2A), compare the cultures of American Indians in Texas prior to European colonization such as Gulf, Plains, Puebloan, and Southeastern
• (20C), organize and interpret information from outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps

Materials:

• student handout sheets
• pens, pencils
• ruler
• computer access

Activities and Procedures:

Step 1: Put students into pairs.

Step 2: Students use handout to create timeline, either by hand or by using a free online timeline maker such as the one at https://www.canva.com/create/infographics/timeline/

Step 3: When timelines are complete, students answer three synthesis questions, either in writing or orally.

Closure: Ask students to share their answers to the synthesis questions out loud to the whole class.

Extension Activities: Students can read more about archeology at Naconiche Creek and the Caddo at www.texasbeyondhistory.net/naconiche/. Additional lesson plans on the Caddo are also located here.

Assessment: Completed timeline and appropriate answers to synthesis questions.