13 25 841 https://omeka.utrgv.edu/files/original/1edc43b541a888f0fa4381beea2a8318.tif e8c3981bb4e356c17bc7c6d97ddd9e77 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Hidalgo County Historical Records (ELIBR 65) Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Mission High School Football Team, 1939 Subject The topic of the resource Football Mission High School Championship Teams Description An account of the resource All district champions, 1939 Portrait of the Mission High School Football Team Source A related resource from which the described resource is derived Hidalgo County Historical Records (ELIBR 65) Publisher An entity responsible for making the resource available University of Texas Rio Grande Valley Date A point or period of time associated with an event in the lifecycle of the resource 1939 Contributor An entity responsible for making contributions to the resource Hidalgo County Historical Commission Rights Information about rights held in and over the resource Hidalgo County Historical Commission Type The nature or genre of the resource Still image Format The file format, physical medium, or dimensions of the resource TIFF Language A language of the resource English Identifier An unambiguous reference to the resource within a given context ArchivesAlert-94-051-edited Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Mission, Texas Creator An entity primarily responsible for making the resource Hidalgo County Historical Commission Relation A related resource Hidalgo County Historical Records (ELIBR 65) https://omeka.utrgv.edu/files/original/761d5f24648afcf3d6f3364ae0331a5c.tif be4140ca52f8f878964455ae0ccb0713 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Hidalgo County Historical Records (ELIBR 65) Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Mercedes High School Basketball Team, 1917 Subject The topic of the resource Basketball Mercedes High School Women Source A related resource from which the described resource is derived Hidalgo County Historical Records (ELIBR 65) Publisher An entity responsible for making the resource available University of Texas Rio Grande Valley Date A point or period of time associated with an event in the lifecycle of the resource 1917 Contributor An entity responsible for making contributions to the resource Hidalgo County Historical Commission Rights Information about rights held in and over the resource Hidalgo County Historical Commission Type The nature or genre of the resource Still image Format The file format, physical medium, or dimensions of the resource TIFF Language A language of the resource English Identifier An unambiguous reference to the resource within a given context ArchivesAlert-95-424-edited Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Mercedes, Texas Creator An entity primarily responsible for making the resource Hidalgo County Historical Commission Relation A related resource Hidalgo County Historical Records (ELIBR 65) https://omeka.utrgv.edu/files/original/6f3909e5ba813bb710d029d3778f4f1e.tif ad1c73371b08ddab0bac469c498b8b4a Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Hidalgo County Historical Records (ELIBR 65) Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Mercedes High School Football Team, 1922 Subject The topic of the resource Football Mercedes High School Source A related resource from which the described resource is derived Hidalgo County Historical Commission Publisher An entity responsible for making the resource available University of Texas Rio Grande Valley Date A point or period of time associated with an event in the lifecycle of the resource 1922 Contributor An entity responsible for making contributions to the resource Hidalgo County Historical Commission Rights Information about rights held in and over the resource Hidalgo County Historical Commission Type The nature or genre of the resource Still image Format The file format, physical medium, or dimensions of the resource TIFF Language A language of the resource English Identifier An unambiguous reference to the resource within a given context ArchivesAlert-95-620-edited Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Mercedes, Texas Description An account of the resource Creator An entity primarily responsible for making the resource Hidalgo County Historical Commission Relation A related resource Hidalgo County Historical Records (ELIBR 65) https://omeka.utrgv.edu/files/original/7de81bf478ae49467c93f641036dd5f5.tif 0ac4ab53100589c8c135291b2fc6c264 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Hidalgo County Historical Records (ELIBR 65) Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Mission Baseball Team, 1921-1922 Subject The topic of the resource Baseball Championship Teams Description An account of the resource Undefeated baseball team Caption: The Base Ball Team of 1921-1922 Caption: Left to right. Potcet, Bryan, Esvino, Peppie, Dooley, Con Right, Lehman, Lehman, Dooley, Hildebrant, Pete, Frenchie Source A related resource from which the described resource is derived Hidalgo County Historical Records (ELIBR 65) Publisher An entity responsible for making the resource available University of Texas Rio Grande Valley Date A point or period of time associated with an event in the lifecycle of the resource 1921 1922 Contributor An entity responsible for making contributions to the resource Hidalgo County Historical Commission Rights Information about rights held in and over the resource Hidalgo County Historical Commission Type The nature or genre of the resource Still image Format The file format, physical medium, or dimensions of the resource TIFF Language A language of the resource English Identifier An unambiguous reference to the resource within a given context ArchivesAlert-96-010-edited Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Mission, Texas Creator An entity primarily responsible for making the resource Hidalgo County Historical Commission Relation A related resource Hidalgo County Historical Records (ELIBR 65) https://omeka.utrgv.edu/files/original/90628ad8fc4c1ef744be99d9e446681f.tif ecf99fb0f6e6dd17ad0956defacaa2f9 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Hidalgo County Historical Records (ELIBR 65) Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Edinburg High School Basketball Team, 1923 Subject The topic of the resource Basketball Edinburg High School Source A related resource from which the described resource is derived Hidalgo County Historical Records (ELIBR 65) Publisher An entity responsible for making the resource available University of Texas Rio Grande Valley Date A point or period of time associated with an event in the lifecycle of the resource 1923 Contributor An entity responsible for making contributions to the resource Hidalgo County Historical Commission Rights Information about rights held in and over the resource Hidalgo County Historical Commission Type The nature or genre of the resource Still image Format The file format, physical medium, or dimensions of the resource TIFF Language A language of the resource English Identifier An unambiguous reference to the resource within a given context ArchivesAlert-96-760-edited Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Edinburg, Texas Creator An entity primarily responsible for making the resource Hidalgo County Historical Commission Relation A related resource Hidalgo County Historical Records (ELIBR 65) https://omeka.utrgv.edu/files/original/9d0c3ff4b646cdbd39593b82bc75ff8c.tif d76e8244a4e6d1ab2a7cf0f957917e99 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Hidalgo County Historical Records (ELIBR 65) Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource F.S. Lentz in Football Uniform, 1932 Subject The topic of the resource Football Mercedes High School Description An account of the resource Portrait of Mercedes High School football player Source A related resource from which the described resource is derived Hidalgo County Historical Records (ELIBR 65) Publisher An entity responsible for making the resource available University of Texas Rio Grande Valley Date A point or period of time associated with an event in the lifecycle of the resource 1932 Contributor An entity responsible for making contributions to the resource Hidalgo County Historical Commission Rights Information about rights held in and over the resource Hidalgo County Historical Commission Type The nature or genre of the resource Still image Format The file format, physical medium, or dimensions of the resource TIFF Language A language of the resource English Identifier An unambiguous reference to the resource within a given context ArchivesAlert-96-925-edited Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Mercedes, Texas Creator An entity primarily responsible for making the resource Hidalgo County Historical Commission Relation A related resource Hidalgo County Historical Records (ELIBR 65) https://omeka.utrgv.edu/files/original/6dcfab75c46a87950d2969f188388dc3.tif 403537fc627c41175a3ab10a656b3551 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Hidalgo County Historical Records (ELIBR 65) Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Boy's Basketball Team, 1919 Subject The topic of the resource Basketball Description An account of the resource Portrait of boy's basketball team with a trophy in the foreground Source A related resource from which the described resource is derived Hidalgo County Historical Records (ELIBR 65) Publisher An entity responsible for making the resource available University of Texas Rio Grande Valley Date A point or period of time associated with an event in the lifecycle of the resource 1919 Contributor An entity responsible for making contributions to the resource Hidalgo County Historical Commission Rights Information about rights held in and over the resource Hidalgo County Historical Commission Type The nature or genre of the resource Still image Format The file format, physical medium, or dimensions of the resource TIFF Language A language of the resource English Identifier An unambiguous reference to the resource within a given context ArchivesAlert-97-244-edited Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Hidalgo County Creator An entity primarily responsible for making the resource Hidalgo County Historical Commission Relation A related resource Hidalgo County Historical Records (ELIBR 65) https://omeka.utrgv.edu/files/original/b5d66b28f99222700c34d85a564fef7e.pdf f994013aa9d5638b696234826a48f80b https://omeka.utrgv.edu/files/original/18e8e837b70065b18404f24b5536edc8.mp3 eb5434c955561b8a23c9eed5f0033be8 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Ada Lee (Richmond) Chisum Subject The topic of the resource oral history Description An account of the resource Ada Lee Chisum relates family history extending back to her grandparents moving to Texas in the late 1800's, moving to her father employment for the railroad in Yoakum and transition to the plumbing business. She tells of early McAllen’s development and speaks a bit about the soldiers stationed in McAllen, her father’s business Richmond Plumbing Company, the Great Depression, and the Old Timers Club. Creator An entity primarily responsible for making the resource Chisum, Ada Lee Norton, Robert E. Source A related resource from which the described resource is derived Hidalgo County Historical Commission Date A point or period of time associated with an event in the lifecycle of the resource 20 June 1987 Language A language of the resource English Type The nature or genre of the resource interview Date Modified Date on which the resource was changed. Digital transfer completed on 21 October 2013 from the original analog cassette tape. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Rio Grande Valley Oral History Collection Description An account of the resource The Rio Grande Valley Oral History Collection consists of over 500 digitized oral histories recorded and collected by faculty, staff, students, and community members and donated to the University Library. Oral histories provide unique, and in many instances, otherwise unavailable written information, and as such provide valuable insight into life in the region, including immigration, military service, ranching, education, agriculture, border violence, sports, and much more. Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. OHMS Object Text 5.4 Unknown Date Ada Lee Chisum 0001 62:19 University of Texas Rio Grande Valley Oral History Projects 0 http://omeka.utrgv.edu/files/original/7da12c8ec3d7b659b9fdf6df16e25a5c.mp3 Other audio No transcript. audio 0 https://omeka.utrgv.edu/ohms-viewer/render.php?cachefile= Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Digital transfer completed on 21 October 2013 from the original analog cassette tape. Compressed from a .wav format into a .mp3 access format. Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 01:02:19 Bit Rate/Frequency Rate at which bits are transferred (i.e. 96 kbit/s would be FM quality audio) 128 kbps. Interviewer The person(s) performing the interview Norton, Robert Everett Interviewee The person(s) being interviewed Chisum, Ada Lee (Richmond) Location The location of the interview McAllen, Texas Interview Keyword Yoakum, Texas; McAllen, Texas; Richmond Plumbing Company; Education; Transportation; Business OHMS Object This field contains the OHMS Hyperlink (link to the XML file within the OHMS Viewer) https://ohms.uky.edu/preview/?id=102934 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Ada Lee (Richmond) Chisum Identifier An unambiguous reference to the resource within a given context Oral history 00181 Format The file format, physical medium, or dimensions of the resource audio Date A point or period of time associated with an event in the lifecycle of the resource 06-20-1987 Contributor An entity responsible for making contributions to the resource Chisum, Ada Lee Norton, Robert Everett Type The nature or genre of the resource Oral History Interview Subject The topic of the resource Richmond family Description An account of the resource Ada Lee Chisum relates family lore extending back to her grandparents moving to Texas in the late 1800's, moving to her father employment for the railroad in Yoakum, Texas and transition to the plumbing business. She tells of early McAllen’s development and speaks a bit about the soldiers stationed in McAllen, her father’s business Richmond Plumbing Company, the Great Depression, and the Old Timers Club. NOTE: Listening with headphones is recommended. Audio is clear with both the subject and interviewer speaking clearly. There is a point where the audio is defined in volume, and there is a periodic ringing of a doorbell or a chime of a clock in the background. Creator An entity primarily responsible for making the resource Hidalgo County Historical Commission Language A language of the resource English business education McAllen Presbyterian School for Girls railroads Richmond Plumbing Company teaching transportation Yoakum https://omeka.utrgv.edu/files/original/06928913bc132aa941640f8b86a1dbea.jpg 67423c662f17d3c14c0cf8be5597a51b Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Alternative Title An alternative name for the resource. The distinction between titles and alternative titles is application-specific. Newspaper article one year after the hurricane Beulah. The article estimates how much the affected counties had to pay in repairs for public facilities. The writer also explains that the areas have little to no traces from the hurricane. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Hurricane Beulah Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Text Any textual data included in the document newspaper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Beulah's Traces Linger in Valley Subject The topic of the resource Hurricane Natural Disasters Flooding Hurricane Beulah, 1967 Description An account of the resource Newspaper article one year after the hurricane Beulah. The article estimates how much the affected counties had to pay in repairs for public facilities. The writer also explains that the areas have little to no traces from the hurricane. Creator An entity primarily responsible for making the resource Hoyt Hager Source A related resource from which the described resource is derived University of Texas Rio Grande Valley Special Collections and University Archives Publisher An entity responsible for making the resource available <em>The Corpus Christi Caller-Times</em> Date A point or period of time associated with an event in the lifecycle of the resource 1968-09-22 Contributor An entity responsible for making contributions to the resource University of Texas Rio Grande Valley Rights Information about rights held in and over the resource LRGV; Hurricane Beulah!, 1967. Beulah's Traces Linger in Valley, 1967. University Library, Special Collections & University Archives, University of Texas Rio Grande Valley, Edinburg, Texas. Format The file format, physical medium, or dimensions of the resource JPEG Language A language of the resource English Type The nature or genre of the resource Image Identifier An unambiguous reference to the resource within a given context HurricaneBeulah-CompilationBook-005 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Rio Grande Valley Alternative Title An alternative name for the resource. The distinction between titles and alternative titles is application-specific. Newspaper article one year after the hurricane Beulah. The article estimates how much the affected counties had to pay in repairs for public facilities. The writer also explains that the areas have little to no traces from the hurricane. Beulah hurricane newspaper primary source https://omeka.utrgv.edu/files/original/2193d35700aebc3ff32ffba653629f39.pdf 057522c96977cc0ee5ae8431faf70607 Lesson Plan A resource that gives a detailed description of a course of instruction. Standards §113.15. Social Studies, Grade 4, Beginning with School Year 2011-2012. (19) Culture. The student understands the contributions of people of various racial, ethnic, and religious groups to Texas. The student is expected to: (B) identify customs, celebrations, and traditions of various cultural, regional, and local groups in Texas such as Cinco de Mayo, Oktoberfest, the Strawberry Festival, and Fiesta San Antonio §110.15. English Language Arts and Reading, Grade 4, Beginning with School Year 2009-2010. (16) Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are expected to: (A) write imaginative stories that build the plot to a climax and contain details about the characters and setting Objectives 1. The student will identify customs, celebrations, and traditions of Fiesta San Antonio. 2. The student will use detail when writing. Materials YouTube Video PowerPoint Writing Materials Blueprint Materials Post-it Notes Large board for Post-it Notes Lesson Plan Text Your Name: Idabelle Henry & Sarah J Weller Date and Time of Lesson: October 15, 2018 2:15-3:15 PM Grade Level: 4th grade Number of Students: 18 Assessment: Informal Standards Social Studies: §113.15. Social Studies, Grade 4, Beginning with School Year 2011-2012. (19) Culture. The student understands the contributions of people of various racial, ethnic, and religious groups to Texas. The student is expected to: (B) identify customs, celebrations, and traditions of various cultural, regional, and local groups in Texas such as Cinco de Mayo, Oktoberfest, the Strawberry Festival, and Fiesta San Antonio Standards English Language Arts and Reading: §110.15. English Language Arts and Reading, Grade 4, Beginning with School Year 2009-2010. (16) Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are expected to: (A) write imaginative stories that build the plot to a climax and contain details about the characters and setting Objectives: 1. The student will identify customs, celebrations, and traditions of Fiesta San Antonio. 2. The student will use detail when writing. Strategies for English Language Learners and Learners with Special Needs ELL: The teacher will provide translation opportunities for ELL students throughout the lesson. The teacher will provide visual representations and allow opportunities for the students to use their native language throughout the lesson. SPED: The teacher will provide manipulatives for SPED students to use throughout the lesson. The teacher will modify the instruction methods as needed for these students. Materials and Resources YouTube Video PowerPoint Writing Materials Blueprint Materials Post-it Notes Large board for Post-it Notes Instructional Sequence (instructional strategies and learning tasks) • The purpose of the lesson for students ( 5 minutes) The purpose of the lesson for students is to have them identify the history, purpose and origin of Fiesta San Antonio. • Assessing prior knowledge (5 minutes) The students will watch a video on the top events from the Fiesta San Antonio festival. After the video the students will discuss as a class what they learned from the video and start listing questions they might have to answer throughout the lesson. “Have any of you visited this fiesta?” https://www.youtube.com/watch?v=sRjxqt9KXvE • Teacher modeling (15 minutes) The teacher will introduce the meaning behind the fiesta and connect to students prior knowledge of the Battle of San Jacinto using a powerpoint. The teacher will ask higher order thinking questions, “List the order of events leading up to Fiesta San Antonio.” “Describe the setting of Fiesta San Antonio.” “Interpret the result of the Battle of San Jacinto.” “Examine the impact the Battle of San Jacinto has on the people of San Antonio.” “Critique the outcome of the Battle of San Jacinto and how it relates to the Fiesta.” “Design a blueprint of Fiesta San Antonio.” • Guided Practice (15 minutes) The teacher will give the students a writing prompt. The writing prompt will be “When you go to Fiesta San Antonio, what will you do? Where will you go during the Fiesta?” • Practice (independent, partner, group) (15 minutes) The students will start to create a blueprint(map) of the Fiesta San Antonio as groups. There will be 5 groups of students. Each group will work on a different area for a specific day. The students will start on the first day of the Fiesta, which is on a Monday. The teacher will provide the students with a rubric on how she will grade their group project at the end of the lesson. Vocabulary that is introduced: Blue Print Map Prepare Determine Display Represent Tradition • Closure (5 minutes) The students will get an “exit ticket” at the end of the lesson. The students will receive a post-it note and write what they learned in bullet-points and what they had trouble understanding/questions about the lesson. They will place their post-it on a large board as they exit for the day. Monitoring for student learning/understanding. Describe the instructional strategies The exit ticket will allow for the teacher to look back on how well her students understood the lesson and will check for comprehension over the topic being covered. The teacher will then be able to review/reteach any part the following day as needed. Your Name: Idabelle Henry & Sarah J Weller Date and Time of Lesson: October 16, 2018 2:15-3:15 PM Grade Level: 4th Grade Number of Students: 18 Assessment: Informal Standards: Social Studies: §113.15. Social Studies, Grade 4, Beginning with School Year 2011-2012. (19) Culture. The student understands the contributions of people of various racial, ethnic, and religious groups to Texas. The student is expected to: (B) identify customs, celebrations, and traditions of various cultural, regional, and local groups in Texas such as Cinco de Mayo, Oktoberfest, the Strawberry Festival, and Fiesta San Antonio Standards: ELA: §110.15. English Language Arts and Reading, Grade 4, Beginning with School Year 2009-2010. (16) Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are expected to: (A) write imaginative stories that build the plot to a climax and contain details about the characters and setting Objectives: 1. The student will identify customs, celebrations, and traditions of Fiesta San Antonio. 2. The student will use detail when writing. Strategies for English Language Learners and Learners with Special Needs ELL: The teacher will provide translation opportunities for ELL students throughout the lesson. The teacher will provide visual representations and allow opportunities for the students to use their native language throughout the lesson. SPED: The teacher will provide manipulatives for SPED students to use throughout the lesson. The teacher will modify the instruction methods as needed for these students. Materials and Resources KWL chart Writing Material Blueprint Material Instructional Sequence (instructional strategies and learning tasks) • The purpose of the lesson for students ( 5 minutes) The purpose of the lesson is for the students to identify events throughout the Fiesta that honor the heroes of the Alamo and San Jacinto. • Assessing prior knowledge ( 5 minutes) The students will fill out a KWL chart about events during Fiesta San Antonio. The students will fill out the ‘K’ and the ‘W’ from the KWL chart and leave the ‘L’ blank until the closure. The students will first write what they know(K) about the events during Fiesta San Antonio. Then the students will write what they want(W) to know about the events during Fiesta San Antonio. • Teacher modeling (15 minutes) The teacher will briefly recap what the students learned the previous day and answer any questions from the previous days post-it notes. The teacher will discuss events that take place during the Fiesta and focus on The Battle of Flowers Parade. The teacher will ask higher order thinking questions, “List the order of events leading up to The Battles of Flowers Parade.” “Describe the setting of Fiesta San Antonio.” “Examine the impact the The Battle of Flowers Parade has on the people of San Antonio.” “Critique the outcome of the Battle of San Jacinto and how it relates to The Battle of Flowers Parade.” “Design a blueprint of Fiesta San Antonio.” • Guided Practice (15 minutes) The teacher will ask the students to write a story on The Battle of Flowers Parade use imaginative and detailed writing to come up with a different element in this parade. • Practice (independent, partner, group) (15 minutes) The students will start to create a blueprint(map) of the Fiesta San Antonio as groups. There will be 5 groups of students. Each group will work on a different area for a specific day. The students will start on the second day of the Fiesta, which is on a Tuesday. The teacher will provide the students with a rubric on how she will grade their group project at the end of the lesson. Vocabulary introduced: Blue Print Map Prepare Determine Display Represent Tradition • Closure (5 minutes) The students will finish filling out the KWL chart from the beginning of the lesson. The students will fill out the ‘L’ from the KWL chart stating what they have learned about the events of Fiesta San Antonio. Monitoring for student learning/understanding. Describe the instructional strategies The KWL chart will allow for the teacher to look back on how well her students understood the lesson and will check for comprehension over the topic being covered. The teacher will then be able to review/reteach any part the following day as needed. Your Name: Idabelle Henry & Sarah J Weller Date and Time of Lesson: October 17, 2018 2:15-3:15 PM Grade Level: 4th grade Number of Students: 18 Assessment: Informal Standards: Social Studies: §113.15. Social Studies, Grade 4, Beginning with School Year 2011-2012. (19) Culture. The student understands the contributions of people of various racial, ethnic, and religious groups to Texas. The student is expected to: (B) identify customs, celebrations, and traditions of various cultural, regional, and local groups in Texas such as Cinco de Mayo, Oktoberfest, the Strawberry Festival, and Fiesta San Antonio Standards: ELA: §110.15. English Language Arts and Reading, Grade 4, Beginning with School Year 2009-2010. (16) Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are expected to: (A) write imaginative stories that build the plot to a climax and contain details about the characters and setting Objectives 1. The student will identify customs, celebrations, and traditions of Fiesta San Antonio. 2. The student will use detail when writing. Strategies for English Language Learners and Learners with Special Needs ELL: The teacher will provide translation opportunities for ELL students throughout the lesson. The teacher will provide visual representations and allow opportunities for the students to use their native language throughout the lesson. SPED: The teacher will provide manipulatives for SPED students to use throughout the lesson. The teacher will modify the instruction methods as needed for these students. Materials and Resources Timeline Map Paper Plate Paint & paint brushes Cup with water Glue Colored construction paper Scissors Social Studies journal Writing materials Blueprint Materials Exit ticket(worksheet) Instructional Sequence (instructional strategies and learning tasks) • The purpose of the lesson for students ( 5 minutes) The purpose of the lesson is for the students to identify events throughout the Fiesta that honor the heroes of the Alamo and San Jacinto. • Assessing prior knowledge (5 minutes) The students will fill out a timeline map of events starting from when the Alamo took place, the Battle of San Jacinto, Fiesta San Antonio and the Battle of Flowers Parade. • Teacher modeling (15 minutes) The teacher will briefly recap what the students learned the previous days and answer any questions from the previous days. The teacher will discuss events that take place during the Fiesta and focus on The Texas Cavaliers River Parade. The teacher will ask higher order thinking questions, “List the order of events leading up to The Texas Cavaliers River Parade.” “Describe the setting of Fiesta San Antonio.” “Examine the impact the The Texas Cavaliers River Parade has on the people of San Antonio.” “Critique the outcome of the Battle of San Jacinto and how it relates to The Texas Cavaliers River Parade.” “Design a blueprint of Fiesta San Antonio.” • Guided Practice (15 minutes) The teacher will have the students recreate The Texas Cavaliers River Parade using a variety of materials. The students will receive a paper plate and paint the San Antonio River bend. Then the students will create a decorative boat that can be included in the Parade. The students will glue their decorative boat on the paper plate they painted the San Antonio River bend on. They will write in their Journals how they came up with their boat and how it relates to Fiesta San Antonio. • Practice (independent, partner, group) (15 minutes) The students will start to create a blueprint(map) of the Fiesta San Antonio as groups. There will be 5 groups of students. Each group will work on a different area for a specific day. The students will start on the third day of the Fiesta, which is on a Wednesday. The teacher will provide the students with a rubric on how she will grade their group project at the end of the lesson. Vocabulary introduced: Blue Print Map Prepare Determine Display Represent Tradition • Closure (5 minutes) The students will fill out a exit worksheet about what three facts they have learned, two questions they still have and one opinion they now have. The students will turn in the sheet as an exit ticket for the lesson. Monitoring for student learning/understanding. Describe the instructional strategies The timeline map and the exit ticket worksheet will allow for the teacher to look back on how well her students understood the lesson and will check for comprehension over the topic being covered. The teacher will then be able to review/reteach any part the following day as needed. Your Name: Idabelle Henry & Sarah J Weller Date and Time of Lesson: October 18, 2018 2:15-3:15 PM Grade Level: 4th grade Number of Students: 18 Assessment: Informal Standards Social Studies §113.15. Social Studies, Grade 4, Beginning with School Year 2011-2012. (19) Culture. The student understands the contributions of people of various racial, ethnic, and religious groups to Texas. The student is expected to: (B) identify customs, celebrations, and traditions of various cultural, regional, and local groups in Texas such as Cinco de Mayo, Oktoberfest, the Strawberry Festival, and Fiesta San Antonio Standards: ELA: §110.15. English Language Arts and Reading, Grade 4, Beginning with School Year 2009-2010. (16) Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are expected to: (A) write imaginative stories that build the plot to a climax and contain details about the characters and setting Objectives: 1. The student will identify customs, celebrations, and traditions of Fiesta San Antonio. 2. The student will use detail when writing. Strategies for English Language Learners and Learners with Special Needs ELL: The teacher will provide translation opportunities for ELL students throughout the lesson. The teacher will provide visual representations and allow opportunities for the students to use their native language throughout the lesson. SPED: The teacher will provide manipulatives for SPED students to use throughout the lesson. The teacher will modify the instruction methods as needed for these students. Materials and Resources What We Already Know worksheet Writing Materials Blueprint Materials Reflecting on Bright Ideas worksheet (exit ticket) Instructional Sequence (instructional strategies and learning tasks) • The purpose of the lesson for students ( 5 minutes) The purpose of the lesson is for the students to identify events throughout the Fiesta that honor the heroes of the Alamo and San Jacinto. • Assessing prior knowledge (5 minutes) The students will fill out the ‘What We Already Know’ worksheet. The students will fill out the worksheet using what they have learned about Fiesta San Antonio, The Battles of Flowers Parade, and The Texas Cavaliers River Parade. • Teacher modeling (15 minutes) The teacher will briefly recap what the students learned the previous day and answer any questions from the previous days. The teacher will discuss events that take place during the Fiesta and focus on the traditions and culture during Fiesta San Antonio. The teacher will ask higher order thinking questions, “List the traditions for Fiesta San Antonio.” “Describe the setting of Fiesta San Antonio.” “Examine the impact the culture of Fiesta San Antonio has on the people of San Antonio.” “Critique the traditions of Fiesta San Antonio and compare it to other events you have been to.” “Design a blueprint of Fiesta San Antonio.” • Guided Practice (15 minutes) The teacher will give the students a writing prompt. The writing prompt will be “When you go to Fiesta San Antonio, what traditions do you observe? What culture or cultures do you observe? Include detail throughout your writing.” • Practice (independent, partner, group) (15 minutes) The students will start to create a blueprint(map) of the Fiesta San Antonio as groups. There will be 5 groups of students. Each group will work on a different area for a specific day. The students will start on the fourth day of the Fiesta, which is on a Thursday. The teacher will provide the students with a rubric on how she will grade their group project at the end of the lesson. Vocabulary introduced: Blue Print Map Prepare Determine Display Represent Tradition • Closure (5 minutes) The students will fill out the ‘Reflecting on Bright Ideas’ worksheet as their exit ticket. The students will write three things from the lesson that were new to them, one thing that caught their attention and four vocabulary words they are still unsure about. Monitoring for student learning/understanding. Describe the instructional strategies The ‘What We Already Know’ and ‘Reflecting on Bright Ideas’ worksheet will allow for the teacher to look back on how well her students understood the lesson and will check for comprehension over the topic being covered. The teacher will then be able to review/reteach any part the following day as needed. Your Name: Idabelle Henry & Sarah J Weller Date and Time of Lesson: October 19, 2018 2:15-3:15 PM Grade Level:4th grade Number of Students: 18 Assessment: Informal Standards Social Studies §113.15. Social Studies, Grade 4, Beginning with School Year 2011-2012. (19) Culture. The student understands the contributions of people of various racial, ethnic, and religious groups to Texas. The student is expected to: (B) identify customs, celebrations, and traditions of various cultural, regional, and local groups in Texas such as Cinco de Mayo, Oktoberfest, the Strawberry Festival, and Fiesta San Antonio Standards: ELA: §110.15. English Language Arts and Reading, Grade 4, Beginning with School Year 2009-2010. (16) Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are expected to: (A) write imaginative stories that build the plot to a climax and contain details about the characters and setting Objectives: 1. The student will identify customs, celebrations, and traditions of Fiesta San Antonio. 2. The student will use detail when writing. Strategies for English Language Learners and Learners with Special Needs ELL: The teacher will provide translation opportunities for ELL students throughout the lesson. The teacher will provide visual representations and allow opportunities for the students to use their native language throughout the lesson. SPED: The teacher will provide manipulatives for SPED students to use throughout the lesson. The teacher will modify the instruction methods as needed for these students. Materials and Resources Writing Materials Bell Blueprint Materials Instructional Sequence (instructional strategies and learning tasks) • the purpose of the lesson for students (5 minutes) The purpose of the lesson for students is to have them identify the history, purpose and origin of Fiesta San Antonio. • Accessing prior knowledge (5 minutes) The teacher will give students a writing prompt to assess their knowledge over the past four days of the lesson. The prompt will say, “Describe the history and purpose of Fiesta San Antonio. Provide detail throughout your writing. Include any dates, names and events as needed throughout your writing.” • Teacher modeling (15 minutes) The teacher will take this time to recap what the students have learned over the past four days. The teacher will answer any questions the students might have. • Guided Practice (15 minutes) The teacher will lead a class discussion and ask the students what they think of Fiesta San Antonio. She will ask the students to first think about their response. Then she will ask the students to walk around the room. When the teacher rings the bell, the students will stop and pair up with the peer closest to them to. Then the students will share their response with their partner. The teacher will have the students do these three times. After the teacher will ask for a few volunteers to share their partners responses. The teach will use Think-Pair-Share (TPS) as a guide for classroom discussion. • Practice (independent, partner, group) (15 minutes) The students will start to create a blueprint(map) of the Fiesta San Antonio as groups. There will be 5 groups of students. Each group will work on a different area for a specific day. The students will start on the fifth day of the Fiesta, which is on a Friday. The teacher will provide the students with a rubric on how she will grade their group project at the end of the lesson. Vocabulary introduced: Blue Print Map Prepare Determine Display Represent Tradition • Closure (5 minutes) The students will put all 5 days together that will create a week-long blueprint of the Fiesta San Antonio. The students will turn in the blueprint as a group assignment. Monitoring for student learning/understanding. Describe the instructional strategies The TPS (Think-Pair-Share) will allow for the teacher to monitor the student’s comprehension of the lesson. As will the writing prompt the teacher gives the students at the beginning of the lesson. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Fiesta San Antonio Lesson Plans Subject The topic of the resource Traditions of Fiesta San Antonio Description An account of the resource The objectives of this lesson are to have the student be able to identify customs, celebrations, and traditions of Fiesta San Antonio. The student will also be able to use detail and imagination throughout their writing. Some essential questions throughout this lesson are, How does Fiesta San Antonio illuminate tradition? Also, How does this Fiesta incorporate the history of San Antonio? There are two subjects that are integrated throughout the five day lesson plan. The first subject that is integrated is Social Studies. This is integrated by having the students learn about the history of Fiesta San Antonio. The second subject that is integrated is English Language Arts and Reading. This is integrated by having the students complete writing prompts throughout the five day lesson plans. The purpose of this unit is to create a better understanding of the history and origin behind the Fiesta San Antonio and its evolution. This lesson correlates to UTRGV B-3 institute because the celebration we are focusing on relates to our deep South Texas biculturalism and traditions, which the students will be exploring. The pedagogy that supports our lesson is Place Based Education and the lesson is centered around the constructivist theory that supports the students learning through a combination of hands-on activities, social interaction, and critical thinking situations. Creator An entity primarily responsible for making the resource Idabelle Henry Sara J. Weller Source A related resource from which the described resource is derived UTRGV College of Education EDCI3335-30 Fall 2018 Publisher An entity responsible for making the resource available The University of Texas Rio Grande Valley Special Collections and University Archives Date A point or period of time associated with an event in the lifecycle of the resource 1891 Contributor An entity responsible for making contributions to the resource The University of Texas Rio Grande Valley UTRGV College Of Education Stephanie Anckle Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant San Antonio, Texas Rights Information about rights held in and over the resource Henry, Idabelle, & Weller J. Sara. (2018). Fiesta San Antonio Lesson Plans. Retrieved from https://rgvprimarysourceguides.omeka.net/items/show/41 primary source https://omeka.utrgv.edu/files/original/2ad76714b60fe329578fd9274ae171a0.pdf 15aadffb367a4ca0bbd8d74d96e9be82 Lesson Plan A resource that gives a detailed description of a course of instruction. Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 5 Days Standards TEKS: 3.12A and 3.12B 12) Citizenship. The student understands the impact of individual and group decisions on communities in a constitutional republic. The student is expected to: (A) give examples of community changes that result from individual or group decisions; (B) identify examples of actions individuals and groups can take to improve the community Objectives ● Students will be able to describe what led and occurred at the Pharr Riots. ● Students will be able to distinguish similarities between the discrimination taking place in Pharr, Texas and the result of the United States. ● Students will be able to formulate their own plan of action as mayor of Pharr, Texas. Materials a variety of news article, ipads or computers, pencils, markers, paper, podium, anchor video, powerpoint, Lesson Plan Text Subject/ Grade Level: Social Studies / 3rd Grade Materials: a variety of news article, ipads or computers, pencils, markers, paper, podium, anchor video, powerpoint, NC SCOS Essential Standards and Clarifying Objectives TEKS: 3.12A and 3.12B 12) Citizenship. The student understands the impact of individual and group decisions on communities in a constitutional republic. The student is expected to: (A) give examples of community changes that result from individual or group decisions; (B) identify examples of actions individuals and groups can take to improve the community Lesson objective(s): ● Students will be able to describe what led and occurred at the Pharr Riots. ● Students will be able to distinguish similarities between the discrimination taking place in Pharr, Texas and the result of the United States. ● Students will be able to formulate their own plan of action as mayor of Pharr, Texas. Differentiation strategies to meet diverse learner needs: SPED- Lesson will be modified to meet students’ IEP requirements. Teacher will provide visuals, and group students heterogenous. GATE gifted- Lesson will include extension activities. Students will be grouped heterogeneously to learn from one another. Specific Learning Disabilities- Lesson will be presented through various forms of media. Students will be in heterogeneous groups. ELL- Lesson will include pictures, definitions and heterogeneous grouping to assist English learners ENGAGEMENT The teacher will play http://www.krgv.com/story/31292821/remembering-the-pharr-riot-45-years-later for the students. It is a video made by Channel 5 in 2016 that discusses what occured 45 years ago in Pharr, Texas. The video includes short interviews from the 20 year old’s friends, relatives and other members of the community who were affected by the Pharr Riots of 1971. Questions the students should be asking themselves: Were any of my relatives affected by the Pharr Riots? How did the Pharr Riots change the RGV? Have I ever seen a riot? How do I feel about what happened during these riots? How did the Pharr Riots affect the victim’s family? EXPLORATION The teacher will provide the students with several articles regarding the Pharr Riots. The students will read the article and will discuss it in groups. After analyzing a variety of articles students will then create their own newspaper article to explain the events. Big Idea: You are a news journalist that will retell the story of the Pharr Riot. You need to conduct research and create your own news article with an eye catching headline. ● Why did the Pharr Riots occur? ● Who organized the protests? ● What happened because of the protest. ● What people were affected during this time period? EXPLANATION Student explanations should precede introduction of terms or explanations by the teacher. What questions or techniques will the teacher use to help students connect their exploration to the concept under examination? List higher order thinking questions which teachers will use to solicit student explanations and help them to justify their Explanation Teacher will provide students with pre-made foldables where students will define words and fill out a timeline of events. Students will also be allowed time to hold a “council meeting” where they can identify questions they may have and ask them outloud to their classmates as well as take them home to conduct interviews. (Relatives or neighbors may have the answers the students seek.) ELABORATION Describe how students will develop a more sophisticated understanding of the concept. What vocabulary will be introduced and how will it connect to students’ observations? How is this knowledge applied in our daily lives? The students will be put in groups of 2 and will be given a research topic regarding different events that were associated with discrimination. The students will use ipads or computers in the classroom to do some research and create a short powerpoint on their topic. The students will compare their research topic to the Pharr riots and discuss how they are similar from each other. The main purpose of this activity is for students to realize that discrimination was occurring all throughout the UnIted States. Vocabulary that will be introduced: ● Discrimination ● Riot ● Injustice ● Brutality ● Victim ● Incident ● Majority ● Minority EVALUATION How will students demonstrate that they have achieved the lesson objective? This should be embedded throughout the lesson as well as at the end of the lesson Students will formulate their own plan of action as Mayor of Pharr, Texas during the chaos of the riots. They will then present it to the rest of the class and students will take a vote. The students will be graded based on their understanding of what occurred at the Pharr Riots and their problem solving skills (the effectiveness of their plan of action). ● What is your opinion on the issue? ● What changes would you make to solve the issue? ● What could I do, as the mayor, to help the situation? Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Pharr Riots of 1971 Lesson Plans Subject The topic of the resource Pharr Riots Racism Discrimination Description An account of the resource By teacher implemented strategies such as, direct instruction, inquiry and small groups, students will acquire knowledge on the riots that occured in Pharr, Texas in 1971. Teacher will engage students with essential questions, an article, and open discussion. Students will then conduct structured research that describes and defines the Pharr Riot. They will compare their discoveries to research of discrimination all over the United States. Students will then demonstrate their understanding through formative assessment, summative assessment and a comprehensive project. Teacher is prompted to teach this lesson during the week celebrating Martin Luther King Jr., as discrimination and racism play a big role. Students can then make a connection between their community and the history being taught (place-based education). Creator An entity primarily responsible for making the resource Idani Bañuelos Yulissa Rangel April Santillan Source A related resource from which the described resource is derived UTRGV College of Education Publisher An entity responsible for making the resource available The University of Texas Rio Grande Valley Special Collections and University Archives Date A point or period of time associated with an event in the lifecycle of the resource 1971 Contributor An entity responsible for making contributions to the resource The University of Texas Rio Grande Valley UTRGV College of Education Stephanie Anckle Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Pharr, Texas Rights Information about rights held in and over the resource Banuelos, Idani, Rangel, Yulissa, & Santillan, April. (2018). Pharr Riots of 1971 Lesson Plans. Retrieved from https://rgvprimarysourceguides.omeka.net/items/show/45 primary source https://omeka.utrgv.edu/files/original/421133059c16d83a8480c082aa1f1f1b.tif 9ee81fd3e417fa0c3f4990d7d7f20fe5 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [newspaper clipping] "Let Freedom Ring, Community celebrates Juneteenth," by Iris Villalon for The Monitor (1999-06-20) https://omeka.utrgv.edu/files/original/a3a4bb790453838110b0f68e21145be4.tif a7584130f85ab2c3e5a31c0319eed63e Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [newspaper clipping] "Let Freedom Ring, Community celebrates Juneteenth," by Iris Villalon for The Monitor (1999-06-20) Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [news clippings] Juneteenth Community Celebration Subject The topic of the resource Juneteenth Slavery Emancipation Civil War Texas African Americans Description An account of the resource A newspaper article regarding a Juneteenth celebration in Edinburg, Texas. Creator An entity primarily responsible for making the resource Iris Villalon Source A related resource from which the described resource is derived The University of Texas Rio Grande Valley Special Collections and University Archives Publisher An entity responsible for making the resource available The Monitor Date A point or period of time associated with an event in the lifecycle of the resource 1999-06-20 Rights Information about rights held in and over the resource Copyright 1996 The Monitor. All rights reserved Relation A related resource <a href="https://archives.lib.utrgv.edu/repositories/2/archival_objects/7282">Race and Ethnicity: African Americans</a> Format The file format, physical medium, or dimensions of the resource TIFF Language A language of the resource English Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context COE-ReferenceFiles-Juneteenth_JuneteenthCelebration Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Edinburg, Texas Bibliographic Citation A bibliographic reference for the resource. Recommended practice is to include sufficient bibliographic detail to identify the resource as unambiguously as possible. Newspaper clip about the Juneteenth celebrations, 1999. Reference Files, Box HT 1, Folder 9, Juneteenth Community Celebration. University Library, Special Collections and University Archives, University of Texas Rio Grande Valley, Edinburg, Texas. primary source https://omeka.utrgv.edu/files/original/8ca6f2b990597a3e48da82df4071a3d7.jpg 69867bdd5f2c363aebe7cc88e9f9e8fa Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Map of hurricane Beulah's path through south Texas, 1967 Subject The topic of the resource Hurricane Beulah, 1967 Description An account of the resource An excerpt from a publication on Hurricane Beulah shows a map of where it struck in South Texas. Creator An entity primarily responsible for making the resource J. Edwin Harvey Source A related resource from which the described resource is derived "Portrait of Beulah," The University of Texas Rio Grande Valley Special Collections and University Archives. Publisher An entity responsible for making the resource available San Benito News [newspaper] Date A point or period of time associated with an event in the lifecycle of the resource 1967-11-11 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Hurricane Beulah Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data newspaper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Portrait of Beulah Subject The topic of the resource Hurricane Natural Disasters Flooding Hurricane Beulah, 1967 Description An account of the resource A map of where hurricane Beulah struck in south Texas. Creator An entity primarily responsible for making the resource J. Edwin Harvey Source A related resource from which the described resource is derived University of Texas Rio Grande Valley Special Collections and University Archives Publisher An entity responsible for making the resource available <em>San Benito News</em> Date A point or period of time associated with an event in the lifecycle of the resource 1967-11-11 1967 Contributor An entity responsible for making contributions to the resource University of Texas Rio Grande Valley Rights Information about rights held in and over the resource LRGV; Hurricane Beulah!, 1967. Map of hurricane Beulah's path through south Texas, 1967. University Library, Special Collections & University Archives, University of Texas Rio Grande Valley, Edinburg, Texas. Relation A related resource JPEG Format The file format, physical medium, or dimensions of the resource JPEG Language A language of the resource English Type The nature or genre of the resource Image Identifier An unambiguous reference to the resource within a given context HurricaneBeulah-CompilationBook-005 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Rio Grande Valley Beulah hurricane newspaper primary source https://omeka.utrgv.edu/files/original/067a06acbc198b8463a2bedd2313a8e2.pdf 18aa565a87d9eaca34210bb5e6ee398e Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Grape Strike Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Text Any textual data included in the document typed letter, correspondence Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource American Farm Bureau Federation Subject The topic of the resource Strikes and lockouts Rio Grande Valley, Texas Chicano movement Agriculture and politics Mexican Americans Texas Farm Workers Union Boycotts Grapes--Harvesting Description An account of the resource Jack Angell writes to Charlie Rankin telling him what could happen to the agricultural industry if the grape strike continues. Creator An entity primarily responsible for making the resource Jack Angell Source A related resource from which the described resource is derived University of Texas Rio Grande Valley Special Collections and University Archives Date A point or period of time associated with an event in the lifecycle of the resource 1968-10-11 1968 Contributor An entity responsible for making contributions to the resource University of Texas Rio Grande Valley Rights Information about rights held in and over the resource Paul Henggeler Collection; letter to address grape strike, 1967. ELIBR0152, Box 1, Folder 2, American Farm Bureau Federation, 1967. University Library, Special Collections & University Archives, University of Texas Rio Grande Valley, Edinburg, Texas. Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context GRAPESTRIKE-AmericanFarmBooklet-19681011-001 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Edinburg, Texas Rio Grande Valley agriculture American Farm Bureau Federation boycott Charles Rankin farm workers grape strike Jack Angell primary source strike https://omeka.utrgv.edu/files/original/97f252c644a14983062179989fc50d23.pdf 24ce2be617acdf2c6eb0f077ac9298a9 Lesson Plan A resource that gives a detailed description of a course of instruction. Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 7 days Standards §113.16. Social Studies, Grade 5, Beginning with School Year 2011-2012. (22) Culture. The student understands the contributions of people of various racial, ethnic, and religious groups to the United States. The student is expected to: (A) identify the similarities and differences within and among various racial, ethnic, and religious groups in the United States; (B) describe customs and traditions of various racial, ethnic, and religious groups in the United States Objectives • The students will: o Learn who the Karankawa Indian were. o Respect the lifestyle and culture of the Karankawa Indians. Materials • Outdoor environment • cards for extension activity • flipbook for exploration activity • colors • pencils • Cards for evaluation activity Lesson Plan Text Abstract The goal of this lesson plan is to give background information on the Karankawa tribe. These background information ranges from knowing where their territory is located, their dietary supplements, their weapons and tools, and their language and culture. To begin the week, students will be creating a foldable where they continually add information onto it throughout the week. This foldable will introduce to the students how the Karankawa’s tribe was founded, how they were physically built, and more. Next, The Karankawa’s physical traits will be described in detail to help students visualize how the Karankawas looked. The following lesson will involve students learning how the Karankawas utilized different types of tools and weapons. After, students will learn about different dietary supplements that were present in the lives of the Karankawas. Then, students will be educated on types of shelter that the Karankawa’s resided in. In addition, students will be given a wide variety of information on the Karankawa’s culture. To the end whole lesson, students will be informed on where the Karankawas are today, and what caused their current circumstances. Pedagogy Students in the Rio Grande Valley education system consists mostly of students are Hispanic. Throughout their education, they are often taught information that they can’t make a personal connection with. This has the possibility to hinder the interest of the students. An approach that that can be taken to change this phenomenon is to develop a lesson that focuses on local history. This strategy will work toward intriguing students’ interest on the topic and allow for a more engaging lesson. To further increase interest for students, it is important that worksheets are kept to a minimum, and work toward placing a bigger focus on hands on activities. The activities done during the lesson should allow teachers to assess student’s knowledge, but to get a clear understanding of how students are processing the information, a quiz over the lessons will be administered. Methods Our class gathered at the UTRGV archives to collect research for my lesson plan that can be utilized for a 5th grade classroom. The TEKS that will be used for this lesson is (22) Culture. The student understands the contributions of people of various racial, ethnic, and religious groups to the United States. The student is expected to :(A) identify the similarities and differences within and among various racial, ethnic, and religious groups in the United States. (B) describe customs and traditions of various racial, ethnic, and religious groups in the United States. After conducting research, our group met on several different agreed dates to organize and format our work. During periods where we were not able to meet, we communicated through our mobile phones. History The Karankawa Indians are a tribe that resided in South Texas and were mainly located near the coastal waters of Texas. The Karankawas were discovered in 1528 by Europeans, but eventually got wiped out through war and conflict. Although they were wiped out, the Karankawas were strong mentally and physically. The males were strong hunters and were handy with their tools and weapons. The women were small in numbers and were the physical opposite of the men. The women would stay at camp and help with preparations. They would also attend to childrens’ needs if any was needed. The Karankawa’s diet consisted mostly of seafood, but also included buffalo, bird eggs, berries, grapes, nuts, persimmons. Most food eaten by the Karankawas was seasonal, so food became scarce easily thus causing their lives to be very difficult. Since food became scarce as time went on, the Karankawas had to stay mobile. Their homes were portable and were built periodically. The structures they built were called wigwam-teepees. The communicate, the Karankawas had their own language. They often used sign language since their vocabulary was very limited.   Day 1: Introduction Teacher: Jacqueline Mireles Date: Day 1 Subject / grade level: Social Studies/ 5th Materials: • KWL handout • Construction Paper/colored paper • Pencils • Stapler • Exit ticket Paper • Computers • iPad • Notebooks NC SCOS Essential Standards and Clarifying Objectives • §113.16. Social Studies, Grade 5, Beginning with School Year 2011-2012. (22) Culture. The student understands the contributions of people of various racial, ethnic, and religious groups to the United States. The student is expected to: (A) identify the similarities and differences within and among various racial, ethnic, and religious groups in the United States; (B) describe customs and traditions of various racial, ethnic, and religious groups in the United States Lesson objective(s): • The students will: o Learn who the Karankawa Indian were. o Respect the lifestyle and culture of the Karankawa Indians. Differentiation strategies to meet diverse learner needs: • To meet the diverse learners, the teacher will use graphic organizers to help. The teacher will also check for understanding with these students. ENGAGEMENT • The students will watch a video on the Karankawa tribes. (The video will be the one made by our group) EXPLORATION • The students will begin working on a foldable (graphic organizer). The students will create it using the following steps: o Students will get four sheets of construction paper or colored paper. o They will line up the papers an inch from one another, and then fold till the ones on top are an inch away from the bottom ones. o The students will staple the top part of the foldable so it does not fall apart. • The first section will be filled out which explains o Where they live? o Who they are? o Where their name come from? EXPLANATION • The teacher will explain how the Karankawa tribe had different villages incorporated into their tribe. There were five and there are as follow: o The Coco o Copanes o Cujanes o Guapites o Carancaguases • The teacher will give details about each of the tribes. • The students will be taking notes on their notebooks. • Questions to ask students: o Can you discuss the differences between _____(village) and ______(village)? o Can you relate how one tribe is similar to another? o Can you name characteristics of each tribe? ELABORATION • The teacher will break the class into five groups. • Each group will be in charge of a village to locate on a map. • The groups will work together to finding their location along the Texas coast using iPads or computers. • Then, each group will present their information and find connections to places they know that are located in that area now. o For example, one tribe is near South Padre Island. Students can relate the tribes to location. EVALUATION • The students will participate in an 3-2-1 exit ticket. The students will answer: o What were three things they learned in today’s lesson? o What are two things you found interesting? o List a question(s) you still have. 5E Lesson Plan Date: Day 2 Subject/Grade Level: 5th Grade Materials: • Outdoor environment • cards for extension activity • flipbook for exploration activity • colors • pencils • Cards for evaluation activity NC SCOS Essential Standards and Clarifying Objectives: (22) Culture. The student understands the contributions of people of various racial, ethnic, and religious groups to the United States. The student is expected to: (A) identify the similarities and differences within and among various racial, ethnic, and religious groups in the United States; (B) describe customs and traditions of various racial, ethnic, and religious groups in the United States; Lesson objective(s): • Students will become familiar with the different types of tools and weapons the Karankawa Indians used. • Students will be to identify the names of the weapons/tools used by Karankawas. • Students will know how each tool was used effectively Differentiation Strategies to meet diverse Learner needs: • Students will use graphic organizers Engagement: • To engage students into the lesson the teacher will take the class outside and tell them to observe their surroundings. The teacher mentions that the Karankawa tribe created all their tools using natural resources. The teacher will then ask a set of open-ended questions relating to the topic. • The teacher will ask: What kind of natural resources do you see around the area? o Do you think we could craft a tool from these natural resources? o Do we gather the materials with our bare hands or is there an easier alternative? • The students will be asking/stating: o I think we see trees, rocks, and dirt, and sticks. o We can dig the dirt using a stick. • Why did they use hand crafted tools, if there so difficult to create? • After observing and forming ideas, students can share among each other what they came up with and explain to each other how they came up with those ideas. Exploration: • Students will continue to add to the foldable that was created on the first day. Students will reflect on what happened during the engagement phase and put their thoughts and ideas into words. • Students can present their info through writing and visuals Explanation: • The teacher will give introduce some key terms that relates to the topic being discussed • The terms are: Cedar Bow, lances, clubs, tomahawks, canoe, etc. • The students can ask: o What was the point of having so much weapons? o Do they have a favorite type of weapon that they preferred to use? o What materials were used to create each type of weapon of tool? o How much time was invested into crafting each weapon/tool? Elaboration: • To further check for understanding the teacher will present an extension activity that is engaging, students will be grouped in groups of 3 to 4 students. Each student will be given a set of cards that contains pictures and definitions for the words introduced to them. The cards with pictures will be colored green and the cards with the definitions will be colored blue. • The students will: o Place the cards flipped over at their workstation. o The students will flip a card of each color, and if the picture and definition match they will gather them into a pile. o If they fail, they will flip them back over. o Repeat until all cards are matched with each other. Evaluation: • To evaluate students understanding of lesson, the teacher will conduct an assessment. o Each student will be given be given four cards that are each colored a different color: blue(a), red(b), yellow(c), purple(d). o The teacher will ask a question revolving around the topic and present up to 4 answer choices. o Give students ample time to formulate a conclusion, and then verbally say “on the count to three I want see your answer choice” o When it comes time to present the answer choices, the teacher will be able to visually see how answer choices vary among the class. 5E Lesson Plan Date: Day 3 Subject/Grade Level: Social Studies/5th Materials: • Tape • Karankawa Tribe pictures • Flipbook • Colors • Exit ticket NC SCOS Essential Standards and Clarifying Objectives: 22) Culture. The student understands the contributions of people of various racial, ethnic, and religious groups to the United States. The student is expected to: (A) identify the similarities and differences within and among various racial, ethnic, and religious groups in the United States; (B) describe customs and traditions of various racial, ethnic, and religious groups in the United States; and Lesson objective(s): • Students will be able to identify the physical traits of Karankawa Indians. • Students will be able to identify which traits and characteristics belong to which gender. • Students will be able to identify different types of clothing that the Karankawa tribe used. Differentiation Strategies to meet diverse Learner needs: • Use graphic organizers Engagement: • While introducing the lesson to the class, there will be a mark on the wall that represents an estimated height of 6 ft and another mark that is much lower. Lying next to the mark lies a display of pictures related to the Karankawa tribe. These pictures include: Male and female Karankawa tribe members, Karankawa tribe member fishing, etc. The instructor will then pose a set of question to the students • Questions teacher will ask: • What do you think the mark on the wall represents? • What can you tell me about the pictures? o What differences do you see between male and female? • Questions that students can ask themselves: o Does the tape represent the height of the Karankawa tribe members? o Why are there two tape markers? o Does each tape represent the difference between male and females? o Why are the males wearing very little clothes? o How did they get so strong? Exploration: • Students will continue to add to the foldable that was created on the first day. Students will reflect on what happened during the engagement phase and put their thoughts and ideas into words. Explanation: • The teacher will introduce vocabulary words to the students: muscular, squat, tattoos, ornamentation, adorned. Give students a set amount of time to. • The teacher can ask: o In your own words, can you define the words I just introduced to you? o Can you give me a synonym for any of the words? o Ask your partner to see if you the same definition • The students can ask: o Did you think “x” means this? o The word “x” sounds very similar this word? o Did you get the same definition I did? o Are all of these words relate to physical traits? • After giving ample time for discussing the words, the teacher will define and explain the meaning of each word. Elaboration: • The students will create a Venn diagram that compares the similarities and differences between males and females in the Karankawa tribe. Student will use all prior information introduced to them. • Students can present the information through vocabulary, illustrations, etc. Evaluation: • Student will do an exit ticket to finish the lesson. The students will write o 3 things that they learned o 2 things they found interesting o 1 question that they want an answer to Teacher: Mr. Gutierrez Date: Day 4 Subject / grade level: Social Studies 5th Grade Materials: • PowerPoint • Paper • Pencils • Notecards NC SCOS Essential Standards and Clarifying Objectives (22) Culture. The student understands the contributions of people of various racial, ethnic, and religious groups to the United States. The student is expected to: (A) identify the similarities and differences within and among various racial, ethnic, and religious groups in the United States; (B) describe customs and traditions of various racial, ethnic, and religious groups in the United States; and Lesson objective(s): • Students will be able to compare and contrast the foods Karankawa ate to their own. • Students will be able to understand why these were the foods the Karankawa ate. Differentiation strategies to meet diverse learner needs: • Use Graphic Organizer ENGAGEMENT • The students will be presented with a Bell ringer as the class begins asking the students to write about the foods that they like to eat. • Class discussion on what foods the students like to eat and foods that are available. EXPLORATION • Foldable showing the different foods the Karankawa ate modeled by the teacher. • Foldable will included a brief description of the food item. EXPLANATION • PowerPoint showing visuals of the foods the Karankawa ate and explanation as to why those were the food that they ate. • The teacher will also use descriptive words to help the students understand what that food item is and perhaps what it would taste like. • The teacher can ask the students questions such as: Of the foods the Karankawa ate, which would you say you like, and which do you not like, stating why or why not. ELABORATION • Students will complete a Venn-diagram comparing the foods the Karankawa ate compared to some of the food that the students personally like to eat. • The student can either write out the words if they choose, or they can draw them if they would like • The teacher will walk around the classroom to make sure the students are on task and to assist the students as needed by them. EVALUATION • 3-2-1 exit ticket. o 3 things the student learned. o 2 things the student still wants to know. o 1 thing the student has a question on. Teacher: Mr. Gutierrez Date: Day 5 Subject / grade level: Social Studies 5th Grade Materials: • Straws • PowerPoint • Paper • Pencils NC SCOS Essential Standards and Clarifying Objectives (22) Culture. The student understands the contributions of people of various racial, ethnic, and religious groups to the United States. The student is expected to: (A) identify the similarities and differences within and among various racial, ethnic, and religious groups in the United States; (B) describe customs and traditions of various racial, ethnic, and religious groups in the United States; and Lesson objective(s): • Students will be able to describe the structure in which the Karankawa lived. • Students will be able to decide whether these structures would have been ideal to live in or not. Differentiation strategies to meet diverse learner needs: • Use Graphic Organizers ENGAGEMENT • The students will be presented with a bell ringer asking the student to describe the home they live in. • Class discussion on the place the students live using descriptive words EXPLORATION • Foldable on the homes of the Karankawa • The vocabulary "Wickiup" will be introduced to give the students the proper terms for the homes of the Karankawa EXPLANATION • PowerPoint using visual and providing description of the houses the Karankawa lived in and how they were built. • Teacher will also explain the reason why the Wickiups were useful • The teacher can ask the student questions such as how do you think it would have been like to live in these homes? Would you like it, why or why not? ELABORATION • Students will build their own wickiup out straws to get a better understanding of how these structures were made and to be in a hands-on activity. • The students can test out their built structures to see how their structures would fare against the environments. Such as by blowing air at it, by pouring a small amount of water to mimic rain • The teacher will walk around the classroom to make sure the students are on task and to assist the students as needed by them. EVALUATION • 3-2-1 Exit Ticket o 3 things the student learned o 2 things the student still wants to know o 1 thing the student still has a question on. Teacher: Ms. Mireles Date: Day 6 Subject / grade level: Social Studies 5th Grade Materials: • Common phrases and words spoken by the Karankawa • Paper • Pencil • Note Cards NC SCOS Essential Standards and Clarify (22) Culture. The student understands the contributions of people of various racial, ethnic, and religious groups to the United States. The student is expected to: (A) identify the similarities and differences within and among various racial, ethnic, and religious groups in the United States; (B) describe customs and traditions of various racial, ethnic, and religious groups in the United States; Lesson objective(s): • The student will be able to understand the importance of communication • The student will become familiar with common words and phrases the Karankawa spoke Differentiation strategies to meet diverse learner needs: • Use Graphic Organizer ENGAGEMENT • The teacher will start off the lesson with a bell ringer by writing the prompt on the board o “What languages do you know”. • Class discussion on the language the students know and the purpose language serves. EXPLORATION • Together as a class, the students will complete a foldable modeled by the teacher. • The foldable will include some of the words and phrases the Karankawa used. • The teacher will construct 3 sentences with the students in their foldable using the Karankawa language • The students will write 1 sentence on their own in the Karankawa language. EXPLANATION • The teacher will display the pages of Karankawa language on the board to the class. • The translation of the words and phrases will be included. • The teacher will practice saying the phrases with the whole class. • The teacher can ask the students questions such as: “How do you think you would have done communicating with the Karankawa? Do you think that they would have been able to understand you?” ELABORATION • The students will be put into pairs and practice together using the language of the Karankawa to communicate with one another. • The students will be provided with their own list of words and phrases the Karankawa used to guide them. • The teacher will walk around the class and help the students as needed. • The students will act out their conversation when they are ready to present to the front of the class. EVALUATION • 3-2-1 exit ticket: o The students will write:  3 words or phrases the student learned.  2 things the student would still like to know how to say.  1 thing the student still has a question on. Teacher: Jacqueline Mireles Date: Day 7 Subject / grade level: Social Studies/ 5th Materials: • Foldable • Exit ticket Paper • Pencils • Notebooks • Computers NC SCOS Essential Standards and Clarifying Objectives §113.16. Social Studies, Grade 5, Beginning with School Year 2011-2012 (22) Culture. The student understands the contributions of people of various racial, ethnic, and religious groups to the United States. The student is expected to: (A) identify the similarities and differences within and among various racial, ethnic, and religious groups in the United States; (B) describe customs and traditions of various racial, ethnic, and religious groups in the United States Lesson objective(s): • The students will: o Learn what happened to the Karankawa Indian. o Develop an understanding of how different tribes lived in Texas o Create a project based on the different tribes. Differentiation strategies to meet diverse learner needs: • To meet the diverse learners, the teacher will use graphic organizers to help. The teacher will also check for understanding with these students. ENGAGEMENT • The students participate in a Bell Ringer based on the topic being learned on the Karankawa. o Topic: What is your prediction of what happened to the Karankawa Indians? EXPLORATION • The students will continue working on a foldable (graphic organizer). • This section will be titled “What happened to the Karankawa Indians” • The teacher will have the students follow along as the teacher tells them what to put inside the foldable. EXPLANATION • The teacher will go into detail what causes tribes to die out. The students will put these notes in their notebooks. The teacher will help the students understand that what happens to one tribe may or may not happen to another. o Vocabulary:  Missionaries  Colonist  Crisis  Disease  Raids • Questions to ask: o Can you explain to me why the Karankawa Indians were not wanted there? o What would be a different if they died out by disease? o Would some still be alive? ELABORATION • The students will participate in a project. After learning about the Karankawas, the students will work with a partner to conduct research about another tribe in Texas. Important information needed in the project is: location, traits & characteristics, shelter, and what happened to them. • The students will present this in front of the class as a presentation. EVALUATION • The students will take a quiz over everything they have learned about the Karankawa tribe. It will be a 10-question multiple choice quiz. Multiple Choice Quiz 1. Can you recall which village/groups were within the Karankawas? A.) Copanes B.) Chakrapani C.) Cujanes D.) all of the above E.) Only A & C 2. Identify the Karankawa’s houses/huts were made of? A.) animal skin B.) willow poles C.) palm leaves D.) all of the above 3. Compare how the Karankawas got around compared to today. A.) The Karankawas were able to drive cars just like people today. B.) The Karankawas used canoes while we mainly use boats. C.) The Karankawas used big boats just like the ones we used today. D.) The Karankawas rode on lot of animals to get where they needed to go. 5. If you were to analyze a picture of a male Karankawa, what would be something that stands out compared to women? A.) wore their hair in braids B.) wore their hair long and loose C.) wore a lot of clothing 6. Due to their location, what jobs did the Karankawas do? A.) Hunters B.) Gathers C.) Farmers D.) Both A & B 7. What kind of foods did the Karankawas not eat? A.) Redfish, trout, catfish, tuna, and turtles B.) Shellfish: Oysters, scallops, quahogs, and calms C.) Bison, deer, ducks, birds, bears, and panthers D.) Frogs, hares, goats, and sheep 8. Where were the Karankawas located? A.) North Texas B.) West Texas C.) South East Coast of Texas D.) Central Texas 9. Karankawas used what type of weapons for fighting? A.) Bows & Arrows B.) Guns C.) Spears D.) Hatchet 10. Which of the following explains how the Karankawas died out. A.) The Karankawas died by lack of food. B.) The Karankawas died by a Texas force. C.) The Karankawas died out by disease. Authentic Assessment: After learning about the Karankawas, you work with a partner to conduct research about another tribe in Texas. Important information needed in the project is: location, traits & characteristics, shelter, and what happened to them. HYPERLINK – Anchor Video CATEGORY 4 3 2 1 Preparedness Student is completely prepared and has obviously rehearsed. Student seems pretty prepared but might have needed a couple more rehearsals. The student is somewhat prepared, but it is clear that rehearsal was lacking. Student does not seem at all prepared to present. Stays on Topic Stays on topic all (100%) of the time. Stays on topic most (99-90%) of the time. Stays on topic some (89%-75%) of the time. It was hard to tell what the topic was. Content Shows a full understanding of the topic. Shows a good understanding of the topic. Shows a good understanding of parts of the topic. Does not seem to understand the topic very well. Collaboration with Peers Almost always listens to, shares with, and supports the efforts of others in the group. Tries to keep people working well together. Usually listens to, shares with, and supports the efforts of others in the group. Does not cause \"waves\" in the group. Often listens to, shares with, and supports the efforts of others in the group but sometimes is not a good team member. Rarely listens to, shares with, and supports the efforts of others in the group. Often is not a good team member. References Gatschet, A. S. (1967). The Karankawa Indians: The coast people of Texas (Vol. 1). New York: Kraus Reprint Corporation. Johnson, H., & Bexley, F. (1976). Our first residents: The Karankawa Indians. Aransas Pass, TX: Biography Press. Roza, G. (2005). The Karankawa of Texas. New York: PowerKids Press. ROYALTY FREE MUSIC by BENSOUND. (n.d.). Retrieved February 22, 2019, from https://www.bensound.com/ Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Karankawa Indians Lesson Plan Subject The topic of the resource Karankawa Indians Indians of North America Social conditions South Padre Island Cortina, Juan N. (Juan Nepomuceno), 1824-1894 Indigenous peoples Description An account of the resource The goal of this lesson plan is to give background information on the Karankawa tribe. These background information ranges from knowing where their territory is located, their dietary supplements, their weapons and tools, and their language and culture. To begin the week, students will be creating a foldable where they continually add information onto it throughout the week. This foldable will introduce to the students how the Karankawa’s tribe was founded, how they were built physically, and more. Next, The Karankawa’s physical traits will be described in detail to help students visualize how the Karankawas looked. The following lesson will involve students learning how the Karankawas utilized different types of tools and weapons. After students will learn about different dietary supplements that were present in the lives of the Karankawas. Then, students will be educated on types of shelter that the Karankawa’s resided in. In addition, students will be given a wide variety of information on the Karankawa’s culture. To end whole lesson, students will be informed on where the Karankawas are today, and what caused their current circumstances. Grade 5 Creator An entity primarily responsible for making the resource Jacqueline Mireles Kevin Gutierrez Julio Mendoza Source A related resource from which the described resource is derived UTRGV College of Education EDCI3335.32 Spring 2019 Publisher An entity responsible for making the resource available University of Texas Rio Grande Valley Special Collections and University Archives Date A point or period of time associated with an event in the lifecycle of the resource 1527 1891 Contributor An entity responsible for making contributions to the resource University of Texas Rio Grande Valley UTRGV College of Education Stephanie Anckle Rights Information about rights held in and over the resource Mireles, Jacqueline, Gutierrez, Kevin, and Medoza, Julio. (2019). Lesson Plan for Karankawa Indians. Retrieved from https://rgvprimarysourceguides.omeka.net/items/show/95 Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource LessonPlan-Karankawa-MirelesGutierrezMendoza Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Galveston, Texas South Padre Island, Texas Alternative Title An alternative name for the resource. The distinction between titles and alternative titles is application-specific. Karankawa people indigenous Karankawa native Americans primary source https://omeka.utrgv.edu/files/original/146d33dc18c51d5095b4bb9c2b6a91b5.pdf 029811694cdddd863f5ba4f3efaaae3b Lesson Plan A resource that gives a detailed description of a course of instruction. Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 5 Days Standards §113.15. Social Studies, Grade 4, Beginning with School Year 2011-2012. (19) Culture. The student understands the contributions of people of various racial, ethnic, and religious groups to Texas. The student is expected to: (A) identify the similarities and differences among various racial, ethnic, and religious groups in Texas; (21) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to: (A) differentiate between, locate, and use valid primary and secondary sources such as computer software; interviews; biographies; oral, print, and visual material; documents; and artifacts to acquire information about the United States and Texas; (D) identify different points of view about an issue, topic, historical event, or current event; and Objectives 1) The students will learn the causes of The Raymondville Onion Strike. 2) The students will be able to explain what a strike is and reasons why it could be used. 3) The student will be able to critique the event and be able to see both views of the event of the farmworkers end as well as the owner of the land who they worked for. Materials ● Valley Of Tears Video ● Newspaper from Archives ● Book on The Onion Strike “Class and National Division in South Texas: Farmworker Strike in Raymondville” Lesson Plan Text Subject/Level: Fourth Grade Social Studies Materials: ● Valley Of Tears Video ● Newspaper from Archives ● Book on The Onion Strike “Class and National Division in South Texas: Farmworker Strike in Raymondville” TEKS Essential Standards and Clarifying Objects §113.15. Social Studies, Grade 4, Beginning with School Year 2011-2012. (19) Culture. The student understands the contributions of people of various racial, ethnic, and religious groups to Texas. The student is expected to: (A) identify the similarities and differences among various racial, ethnic, and religious groups in Texas; (21) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to: (A) differentiate between, locate, and use valid primary and secondary sources such as computer software; interviews; biographies; oral, print, and visual material; documents; and artifacts to acquire information about the United States and Texas; (D) identify different points of view about an issue, topic, historical event, or current event; and Lesson Objectives(s): 1) The students will learn the causes of The Raymondville Onion Strike. 2) The students will be able to explain what a strike is and reasons why it could be used. 3) The student will be able to critique the event and be able to see both views of the event of the farmworkers end as well as the owner of the land who they worked for. Students with special needs will have access to pre-cut material if needed, sit close to instructor, repeated material and also have access to the visuals and other content if necessary. They will also have extra time on formal assessment if necessary. ENGAGEMENT (Monday) The teacher will ask students to activate prior knowledge: What is a strike?, Have you ever been in a situation where you have been lefts out of because of your race/ethnicity? Why do you think people would get together for a strike? EXPLORATION (Tuesday) The teacher will give out certain topics/scenarios that the students would have to choose to either be comfortable with the topic/scenario or would want to get together with their peers who do not agree with it to strike the people who are all for the certain topic/scenario. The student here will be first discuss if they are against or for the scenario they will be playing. All the students who are for the scenario would have to fight for what they believe in as well as the students who are against it they will get together and strike to the students and say what they see or feel is not working for them and make a point. This activity will have the student explore and be able to see what a strike really is all about and what a strike is. EXPLANATION (Wednesday) The Students will watch a documentary on the onion strike. While they are watching this movie the students can write notes down about they did not understand about the movie, what they liked about it, and found interesting. Once the movie is over the teacher will go over some terms the students may have a hard time understanding or may not know. The teacher will also have an open discussion with her students on any thoughts of the movie and have the students share something they wrote down while the movie was going on. ELABORATION (Thusday) The teacher will provide the students with a printed copy of a book called “Class and National Division in South Texas: Farmworker Strike in Raymondville” The teacher would have the students take turns reading aloud. Once they are done the teacher will give the students a couple of minutes to write in their journals their thoughts on the book they read as a class. Once they are done the students will pair up to the person next to them and discuss with them what they wrote on their journals. Finally the teacher will have an open discussion with the class about the book they just read and she would share her thoughts and ask the students to explain why they feel the way they feel about that they wrote towards the book. EVALUATION (Friday) A formal assessment will be given to the students which will contain 10 questions over what they have been covering on the Onion Strike that took place in Raymondville. The students will have 35 minutes to complete assessment. 1) In what year did the Onion Strike happened? 2) What was the name of the town where the Onion Strike occured? 3) What was the main idea of the Onion Strike? 4) Who is Charles Wetegrove? What was his role in this strike that took place at Raymondville? 5) What did the onion workers reject from Charles Wetegrove? 6) Do you agree that the onion workers rejected the offer given to them by Charles Wetegrove? 7) Name the 3 obstacles that blocked farmworkers and made them want to strike? 8) Compare and Contrast how the farmworkers were treated compared to the land owners. 9) What is a strike? 10) What did you think about this Strike? Was it fair in your eyes? Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Onion Strike in Raymondville, Texas Lesson Plans Subject The topic of the resource Strikes Strike for Fair Wages Fair Wages Fair Pay Worker's Rights Description An account of the resource The Raymondville Onion Strike took place in 1979 on the count of their wages being cut because of onion prices. Being known as the “Onion Capital of the World” the strike started off as a wage problem then other problems arose with working conditions and class confrontation. Tony Andrea, who organized the strike, caught the attention of the Civil Rights movement. The strike was did catch attention but not national. The strike lasted seven days and it was successful enough to where the onion harvest was shut down. The strike was crushed by anglo business men who purchased the field from the original owner and then recruited other workers and fired those who participated in the strike. Creator An entity primarily responsible for making the resource Janelle Salinas Neressa Salazar Source A related resource from which the described resource is derived UTRGV College of Education Publisher An entity responsible for making the resource available The University of Texas Rio Grande Valley Special Collections and University Archives Date A point or period of time associated with an event in the lifecycle of the resource 1979 Contributor An entity responsible for making contributions to the resource The University of Texas Rio Grande Valley UTRGV College of Education Stephanie Anckle Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Raymondville, Texas Rights Information about rights held in and over the resource Salazar, Neressa, & Salinas, Janelle. (2108). The Onion Strike in Raymondville, Texas Lesson Plans. Retrieved from https://rgvprimarysourceguides.omeka.net/items/show/44 primary source https://omeka.utrgv.edu/files/original/e5fdd51119341e0aa0d5b69b9f68ae18.jpg 61d21fb1884b7016dc129bbede9ede12 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [newspaper] Honoring the Dead, "El Dia de los Muertos" celebrated throughout the Hispanic World, by Jessica de Leon for The Monitor (1996-10-27) https://omeka.utrgv.edu/files/original/01c815511bb9707b3b935692842236e8.tif 6239c53612b9470ad327721628b10ac7 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [newspaper] Honoring the Dead, "El Dia de los Muertos" celebrated throughout the Hispanic World, by Jessica de Leon for The Monitor (1996-10-27) Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [newspaper] Honoring the Dead, "El Dia de los Muertos" celebrated throughout the Hispanic World Subject The topic of the resource Day of the Dead Local Celebration Mexican-American Traditions Description An account of the resource A newspaper article about how different objects have many memories and help people remember their loved ones during Day of the Dead. Creator An entity primarily responsible for making the resource Jessica DeLeon Source A related resource from which the described resource is derived The University of Texas Rio Grande Valley Special Collections and University Archives Publisher An entity responsible for making the resource available The Monitor Date A point or period of time associated with an event in the lifecycle of the resource 1996-10-27 Contributor An entity responsible for making contributions to the resource University of Texas Rio Grande Valley Rights Information about rights held in and over the resource Copyright 1996 The Monitor. All rights reserved. Format The file format, physical medium, or dimensions of the resource TIFF JPEG Language A language of the resource English Identifier An unambiguous reference to the resource within a given context Reference-DiaDeLosMuertos-19961027-003 A Reference-DiaDeLosMuertos-19961027-003 B Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Texas Rio Grande Valley Mexico Bibliographic Citation A bibliographic reference for the resource. Recommended practice is to include sufficient bibliographic detail to identify the resource as unambiguously as possible. Day of the Dead; 'El Dia de los Muertos' celebrated throughout the Hispanic world, 1996. Reference Files, Anthropology Box 2, Folder 1, article on how people remember their loved ones through objects, 1996. University Library, Special Collections & University Archives, Edinburg, Texas. https://omeka.utrgv.edu/files/original/97b835b130f246bccdbcf5d1fe3a062b.tif 51ea7647d838284f94e8c9408e85a729 https://omeka.utrgv.edu/files/original/394700e1f2ac8f39c320646738962eae.tif 1537f63c9c84b5348f7d5e05cfbfd7e4 https://omeka.utrgv.edu/files/original/87f764f2a301001a60daa82d7a35919a.tif 58020ae137cf2881f3c06e1620f1e504 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Range and Wildlife Management Subject The topic of the resource Wildlife Local Wildlife Nature Animals Birding Description An account of the resource A thesis written by a student about the nesting sites in the Rio Grande Valley. One of the points she describes is habitat loss. Creator An entity primarily responsible for making the resource Karen. A Bautch Source A related resource from which the described resource is derived University of Texas Rio Grande Valley Special Collections and University Archives Publisher An entity responsible for making the resource available University of Texas Rio Grande Valley Date A point or period of time associated with an event in the lifecycle of the resource 2004-12 Contributor An entity responsible for making contributions to the resource University of Texas Rio Grande Valley Format The file format, physical medium, or dimensions of the resource JPEG Language A language of the resource English Type The nature or genre of the resource Text Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Rio Grande Valley Identifier An unambiguous reference to the resource within a given context BirdingThesis-001 BirdingThesis-002 BirdingThesis-003 Rights Information about rights held in and over the resource Butch, Karen A. (2004). <em>Historic And Current Forage Area Locations and Food Abundance in Relation to Nesting Sites For White-Winged Doves in the Lower Rio Grande Valley of Texas. </em>(Unpublished doctoral dissertation). Texas A&amp;M University, Kingsville, Texas. primary source https://omeka.utrgv.edu/files/original/1c5733f0c017d0a6faf1447879007841.jpg 30e8e36a021c3c3fe96661afa97c5763 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Hometown Teams School Yearbooks Subject The topic of the resource yearbooks high school sports college sports Description An account of the resource A collection of sports stories from yearbooks of the Rio Grande Valley Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource La Feria High School Athletic Girls' Association, 1958 Subject The topic of the resource La Feria High School Women Description An account of the resource Photograph of 1958 La Feria High School Athletic Girls' Association Creator An entity primarily responsible for making the resource La Feria High School Source A related resource from which the described resource is derived Harlingen Public Library Archives Publisher An entity responsible for making the resource available University of Texas Rio Grande Valley Date A point or period of time associated with an event in the lifecycle of the resource 1958 Contributor An entity responsible for making contributions to the resource University of Texas Rio Grande Valley Harlingen Public Library Rights Information about rights held in and over the resource No copyright Type The nature or genre of the resource Still image Format The file format, physical medium, or dimensions of the resource JPEG Language A language of the resource English Identifier An unambiguous reference to the resource within a given context LaFeriaHS-1958-003 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant La Feria, Texas https://omeka.utrgv.edu/files/original/6a00ed2b165c34fd5891ef8ea5d885fb.jpg e7e43076b31df9eeacbac92306b8335c Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Hometown Teams School Yearbooks Subject The topic of the resource yearbooks high school sports college sports Description An account of the resource A collection of sports stories from yearbooks of the Rio Grande Valley Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource La Feria High School Cheerleaders Cheering, 1958 Subject The topic of the resource La Feria High School Cheerleaders Women Description An account of the resource Photograph of 1958 La Feria High School Cheerleaders Cheering Creator An entity primarily responsible for making the resource La Feria High School Source A related resource from which the described resource is derived Harlingen Public Library Archives Publisher An entity responsible for making the resource available University of Texas Rio Grande Valley Date A point or period of time associated with an event in the lifecycle of the resource 1958 Contributor An entity responsible for making contributions to the resource University of Texas Rio Grande Valley Harlingen Public Library Rights Information about rights held in and over the resource No copyright Type The nature or genre of the resource Still image Format The file format, physical medium, or dimensions of the resource JPEG Language A language of the resource English Identifier An unambiguous reference to the resource within a given context LaFeriaHS-1958-008 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant La Feria, Texas https://omeka.utrgv.edu/files/original/e5fafac57cbec2d930695258e4e3c4d4.jpg 3f19deaaeacd208b9dc40ec12e642a86 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Hometown Teams School Yearbooks Subject The topic of the resource yearbooks high school sports college sports Description An account of the resource A collection of sports stories from yearbooks of the Rio Grande Valley Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource La Feria High School Girl's Basketball "A" Team, 1959 Subject The topic of the resource La Feria High School Basketball Women Description An account of the resource Photograph of 1959 La Feria High School Girl's Basketball "A" Team with signatures Creator An entity primarily responsible for making the resource La Feria High School Source A related resource from which the described resource is derived Harlingen Public Library Archives Publisher An entity responsible for making the resource available University of Texas Rio Grande Valley Date A point or period of time associated with an event in the lifecycle of the resource 1959 Contributor An entity responsible for making contributions to the resource University of Texas Rio Grande Valley Harlingen Public Library Rights Information about rights held in and over the resource No copyright Type The nature or genre of the resource Still image Format The file format, physical medium, or dimensions of the resource JPEG Language A language of the resource English Identifier An unambiguous reference to the resource within a given context LaFeriaHS-1959-005 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant La Feria, Texas https://omeka.utrgv.edu/files/original/1f6fd9e35c767133f0de72fd5702ecdc.jpg 427f22fd72efbc6e2e166b2fbf5d4d90 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Hometown Teams School Yearbooks Subject The topic of the resource yearbooks high school sports college sports Description An account of the resource A collection of sports stories from yearbooks of the Rio Grande Valley Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource La Feria High School Football Player During Game, 1960 Subject The topic of the resource La Feria High School Football Description An account of the resource Photograph of 1960 La Feria High School Football Game Creator An entity primarily responsible for making the resource La Feria High School Source A related resource from which the described resource is derived Harlingen Public Library Archives Publisher An entity responsible for making the resource available University of Texas Rio Grande Valley Date A point or period of time associated with an event in the lifecycle of the resource 1960 Contributor An entity responsible for making contributions to the resource University of Texas Rio Grande Valley Harlingen Public Library Rights Information about rights held in and over the resource No copyright Type The nature or genre of the resource Still image Format The file format, physical medium, or dimensions of the resource JPEG Language A language of the resource English Identifier An unambiguous reference to the resource within a given context LaFeriaHS-1960-006 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant La Feria, Texas https://omeka.utrgv.edu/files/original/9ede4dc33d817fc13bfbf16dd80f26e2.jpg 0a9608ef587c5ef04b2263aa91326c22 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Hometown Teams School Yearbooks Subject The topic of the resource yearbooks high school sports college sports Description An account of the resource A collection of sports stories from yearbooks of the Rio Grande Valley Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource La Feria High School Lions Basketball Team, 1966 Subject The topic of the resource La Feria High School Basketball Description An account of the resource Photograph of 1966 La Feria High School Lions Basketball Team Creator An entity primarily responsible for making the resource La Feria High School Source A related resource from which the described resource is derived Harlingen Public Library Archives Publisher An entity responsible for making the resource available University of Texas Rio Grande Valley Date A point or period of time associated with an event in the lifecycle of the resource 1966 Contributor An entity responsible for making contributions to the resource University of Texas Rio Grande Valley Harlingen Public Library Rights Information about rights held in and over the resource No copyright Type The nature or genre of the resource Still image Format The file format, physical medium, or dimensions of the resource JPEG Language A language of the resource English Identifier An unambiguous reference to the resource within a given context LaFeriaHS-1966-006 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant La Feria, Texas https://omeka.utrgv.edu/files/original/f8a4f32a2e3ae6a8cdfe46e8bdc94c32.jpg 099e8692ca20aaf153fe9b790a78cfa4 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Hometown Teams School Yearbooks Subject The topic of the resource yearbooks high school sports college sports Description An account of the resource A collection of sports stories from yearbooks of the Rio Grande Valley Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource La Feria High School Basketball District Co-Champion Scores, 1966 Subject The topic of the resource La Feria High School Basketball Championship Team Description An account of the resource Photograph of 1966 La Feria High School District Co-Champion Scores Creator An entity primarily responsible for making the resource La Feria High School Source A related resource from which the described resource is derived Harlingen Public Library Archives Publisher An entity responsible for making the resource available University of Texas Rio Grande Valley Date A point or period of time associated with an event in the lifecycle of the resource 1966 Contributor An entity responsible for making contributions to the resource University of Texas Rio Grande Valley Harlingen Public Library Rights Information about rights held in and over the resource No copyright Type The nature or genre of the resource Still image Format The file format, physical medium, or dimensions of the resource JPEG Language A language of the resource English Identifier An unambiguous reference to the resource within a given context LaFeriaHS-1966-006-B Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant La Feria, Texas https://omeka.utrgv.edu/files/original/87d5d83a68bd87b600c6b213c2a49685.jpg 17e09c734f5a3cc3ab0e4ab72a879bdc Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Hometown Teams School Yearbooks Subject The topic of the resource yearbooks high school sports college sports Description An account of the resource A collection of sports stories from yearbooks of the Rio Grande Valley Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource La Feria High School Varsity Basketball Guards, 1968 Subject The topic of the resource La Feria High School Basketball Women Description An account of the resource Caption: Guards for the Varsity are Carol Dunaway Elaine Bray and Sandy Flores. The squad ranked second in district play and Carol and Sandy were named to the All-District second team. Creator An entity primarily responsible for making the resource La Feria High School Source A related resource from which the described resource is derived Harlingen Public Library Archives Publisher An entity responsible for making the resource available University of Texas Rio Grande Valley Date A point or period of time associated with an event in the lifecycle of the resource 1968 Contributor An entity responsible for making contributions to the resource University of Texas Rio Grande Valley Harlingen Public Library Rights Information about rights held in and over the resource No copyright Type The nature or genre of the resource Still image Format The file format, physical medium, or dimensions of the resource JPEG Language A language of the resource English Identifier An unambiguous reference to the resource within a given context LaFeriaHS-1968-006 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant La Feria, Texas