Texas TEKS 7.9.B
The Standard
explain ways in which geographic factors such as the Galveston Hurricane of 1900, the Dust Bowl, limited water resources, and alternative energy sources have affected the political, economic, and social development of Texas.
Texas Essential Knowledge and Skills for Social Studies
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students connect each geographic factor to changes in Texas laws and public projects, jobs and industries, and where or how people lived. They explain each connection as a cause-and-effect chain using historical facts or map evidence.
What Mastery Looks Like
- A student can build a clear cause-and-effect chain for each example. The student labels political, economic, and social effects and supports each link with an accurate fact.
Common Misconceptions
- Students may treat hurricanes and drought only as natural disasters, missing effects on government, business, and migration. They may assume every Texas region was affected equally or that alternative energy replaced fossil fuels. They may also confuse political, economic, and social effects.
How to Assess It
- Exit ticket: Choose the Dust Bowl or limited water resources. Name one political, one economic, and one social effect on Texas, then explain each link.
Lesson moves
Ways to Teach It
Sort event, policy, job, and migration cards for Galveston, the Dust Bowl, water scarcity, and alternative energy into cause-and-effect chains.
Write one paragraph answering: Which geographic factor changed Texas most, and what political, economic, and social evidence supports your claim?
Play a matching relay where teams pair each factor with three impact cards, then defend one disputed match using evidence.
Compare current Texas drought and wind-power maps, then recommend one state action and predict effects on jobs, communities, and resources.
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