Land Grants and Cemetery Site Connections
Developed by Connie F. Hicks
For 5th Grade
Spring 2000
Summary:
This module will integrate the study of geography to historical places. In a cooperative
learning process the module allows the student to study historical maps, the definitions
used on the maps and their historical significance. This will then be incorporated into
the investigation of cemetery placement and historic geographic locations.
Connection to the Curriculum:
This module demonstrates to the student the historical significance of land
grants and their connections to cemetery placement and historic geographic locations. It
also explores the curriculum topic of geography through the use of using latitude and
longitude, mapping techniques, surveying and specialized vocabulary. The student will also
see a connection to ethnic diversity, culture and heritage through the study.
TEK Connections:
113.7 Social Studies – 5.4, 5.6, 5.7, 5.8, 5.9, 5.13, 5.21, 5.23, 5.25, 5.26
126.3 Technology – 2,3,4,5.6,8,9,10,11
Time: This unit will take approximately 2 weeks and 2 field trips.
Season: This unit may be done at any time.
Materials:
Alphawriter
GPS
Digital camera
Reference books
Mapping materials
Computer with Internet
Land grant map
Objectives:
The student will study the geographic terms used in granting lands in Texas.
The student will be able to identify land formations and their connection to the land
grants in our area.
The student will be able to identify from a historic map the relationship of cemeteries to
land grants and settlements.
The student will be able to identify when normal geographic boundaries were used in
granting lands.
The student will be able to use the GPS in locating one headstone in a cemetery and
another landmark.
The student will be able to catalog and verify data from a headstone and check for
correctness from a digital photo.
The student will be able to take a clear concise photo of a headstone.
The student will be able to place the cemetery on a historical map using the correct
coordinates.
The student will be able to understand the historic significance of cemeteries and what
historical information may be gleaned from a cemetery.
The student will from the headstones in a cemetery be able to locate any geographic
information found on the headstone.
Procedure:
The student will learn the proper usage of the GPS by one on one learning situation. Once
a core group of students are taught they in turn teach other students.
The student will be taught how to enter data from the cemetery into a database. The
student will show proficiency by entering data in the classroom.
The student will learn the proper usage and handling of the digital camera and how to take
clear concise pictures of objects
The student will research the following terms: league, labor, land grant, varas, littoral
league, colonization law, pesos, reales, sitio, Empresario contracts, and survey in
reference materials and on the internet.
The student will travel to the study site to catalog specific headstones in a cemetery and
be able to write concise informational notes when need.
The student will combine all photographs, maps, student generated field notes, and
research to create a document of the cemetery study site.
Questions:
What are the terms used in early Texas land grants in relationship to geography?
Did landforms play a part in the placement of the boundaries of land grants?
Why were cemeteries placed where they were, were they part of a church, were they family
land, or are they there because of the landforms, etc.?
Why are there so many cemeteries in Bell County?
What geographic locations would make better cemetery locations than others would?
Describe one significant geographic or historic piece of information you have learned and
how you will be able to use it in the future.
Evaluation:
The student will be evaluated through the comparison of digital photos to
transcribed cemetery data, and the student will do any necessary corrections.
The student will be evaluated on the geographic information learned through testing.
The student will be evaluated through teacher observation of participation, cooperation,
and correct use of equipment.
Expanding the Lesson:
Settlements and their relationship to geography.
Culture diversities in our area.
Resources:
Reference materials
Internet
Maps
Land grant map
Museums
Historical cemeteries
Expert guests,
Surveyors
Map experts
Cartographers
Internet Resources:
http://www.state.tx.us/country
Texas County Information
http://www,tsha.utexas.edu
Texas State Historical Association
http://riceinfo.rice.edu/armadillo
The Texas Studies Armadillo: Not Just for Texans!
K-12 site of Texas history and geography
http://www.tsha.utexas.edu
Texas State Historical Association
http://www.texancultures.utsa.edu/new/
Institute of Texan Cultures
http://www.thc.state.tx.us
Texas Historical Commission
http://www.tsl.state.tx.us/
Texas State Library
http://www.texashf.org
Texas Historical Foundation
http://textime.org
History, culture and environment of Texas
http://users.constant.com/~ths/
Texan Heritage Society
http://www.thehistoryshop.com
The History Shop – Texas history and genealogy
Previous Page
© BellNET, 2000
BellNET Web Master
Revised: December 12, 2000