7th Grade Geography TEKS 

(8)  Geography. The student uses geographic tools to collect, analyze, and interpret data. The student is expected to:

(A)  create and interpret thematic maps, graphs, charts, models, and databases representing various aspects of Texas during the 19th, 20th, and 21st centuries; and

(B)  analyze and interpret geographic distributions and patterns in Texas during the 19th, 20th, and 21st centuries.

(9)  Geography. The student understands the location and characteristics of places and regions of Texas. The student is expected to:

(A)  locate the Mountains and Basins, Great Plains, North Central Plains, and Coastal Plains regions and places of importance in Texas during the 19th, 20th, and 21st centuries such as major cities, rivers, natural and historic landmarks, political and cultural regions, and local points of interest;

(B)  compare places and regions of Texas in terms of physical and human characteristics; and

(C)  analyze the effects of physical and human factors such as climate, weather, landforms, irrigation, transportation, and communication on major events in Texas.

(10)  Geography. The student understands the effects of the interaction between humans and the environment in Texas during the 19th, 20th, and 21st centuries. The student is expected to:

(A)  identify ways in which Texans have adapted to and modified the environment and analyze the positive and negative consequences of the modifications; and

(B)  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.

(11)  Geography. The student understands the characteristics, distribution, and migration of population in Texas in the 19th, 20th, and 21st centuries. The student is expected to:

(A)  analyze why immigrant groups came to Texas and where they settled;

(B)  analyze how immigration and migration to Texas in the 19th, 20th, and 21st centuries have influenced Texas;

(C)  analyze the effects of the changing population distribution and growth in Texas during the 20th and 21st centuries and the additional need for education, health care, and transportation; and

(D)  describe the structure of the population of Texas using demographic concepts such as growth rate and age distribution.



Geography Lesson Plans

South Texas September History Kick-Off Integrated Curriculum

History Content*

I. Brian Burns Concert- Brian Burns’ concert includes songs, poetry, and discussion. Burns website.

  • Burns does not present full program or full songs online, and teachers may pick and choose excerpts for introductions to broader discussions.  

II. Brian Burns' Song, "Crash at Crush"- This song represents a bit of Texas History Trivia and a real opportunity in the classroom.  

  • Before previewing Burns' rendition use this 3 minute video of the real train "Crash at Crush"
  • Preview Burns'  "Crash at Crush" from Burns' program page above.
  • Discussion:
    • What unusual event in students' family, hometown, or event they know about also made a person or town have "three minutes" of fame?
    • Did that event become important enough to have historical impact or significance?
    • What does "three minutes of fame" really mean?
  • Students may have this discussion at home with parents, neighbors, or relatives such as grandparents and bring back information the following day.
  • Prepare reports for class in dramatizations, posters or PowerPoints about their "Three Minutes of Fame".

III.   Burns' "I've Been Everywhere in Texas". This map experience is rich and can be coordinated with the math teacher if he/she is able to work it into the math schedule.

Materials: Numerous Texas Maps, Smart Phones, computers, or pads. 

  •  Students use a map of Texas to find their town and mark it's location.
  • Determine location of Tilden on the same map.
  • Figure mileage from one to the other and guestimate or problem solve a map equation to figure the time to travel the distance. 
  • Extend above to math by plotting to find Cartesian Coordinates.
  • Using smart phones, determine distance and record coordinates for their town's location in South Texas.
  • Students continue with intelligent device to determine location of Tilden and find distance and time to travel there from their town.
  • Compare and contrast the handmade process and answers with today's technology.
  • Small groups record directions from students' school to Boot Hill Cemetery as though the recording is a GPS voice. Play instructions while other groups trace the trip on a map. Groups critique each other's directions to see what happens when errors in direction or ommissions are made. 
  • Discuss how these errors occur in real GPS experience. 
    • ​Problem solve how to reach a destination when the GPS fails.
    • Record these on charts to see how many back-up plans the class can devise? 
    • Let the class reach a consensus on which is the best plan. 

 Back to South Texas September History Kick-Off

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