18 25 841 https://omeka.utrgv.edu/files/original/0ff0ef70619737c6081fcc9b21be7c37.jpg 96c9e47831e0d1af7520689cb69fa6b9 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] Texas as it was in 1835 under Mexican rule Subject The topic of the resource Map Geography Texas Description An account of the resource A historical map titled “Texas as it was in 1835 under Mexican Rule” shows the region of Texas and surrounding areas during the period before the Texas Revolution. The map is lightly tinted and bordered with an ornate decorative frame. It includes labeled geographic regions, rivers, settlements, and Indigenous territories. Date A point or period of time associated with an event in the lifecycle of the resource 1835 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 RGV Primary Source Guides Identifier An unambiguous reference to the resource within a given context https://doi.org/10.51734/DC0001 Description An account of the resource <!-- Google tag (gtag.js) --> 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 Inset of 1835 Texas Map Subject The topic of the resource Caption: Texas as it was in 1835 Under Mexican Rule Description An account of the resource A historical map titled “Texas as it was in 1835 under Mexican Rule” shows the region of Texas and surrounding areas during the period before the Texas Revolution. The map is lightly tinted and bordered with an ornate decorative frame. It includes labeled geographic regions, rivers, settlements, and Indigenous territories. Date A point or period of time associated with an event in the lifecycle of the resource 1835 Language A language of the resource English Identifier An unambiguous reference to the resource within a given context COE-TXMap1835-NativeAmericanInset 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 primary source https://omeka.utrgv.edu/files/original/10827b8b340ca9d2fd5d6b9a25fd412e.jpg 0032511d6d27dc8a0efb11ee0f3e3e63 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 Community Submissions Description An account of the resource These materials are donated from members of the community. 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 Intramural Basketball Teams Prepare for Face Off, 1983 Subject The topic of the resource Intramural Sports Basketball Edinburg High School Description An account of the resource Caption: Karl Strong and Leo Compos eagerly wait for coach John Barker to toss the ball in the air. Creator An entity primarily responsible for making the resource Edinburg High School Source A related resource from which the described resource is derived Lisa Huerta Publisher An entity responsible for making the resource available Edinburg High School University of Texas Rio Grande Valley Date A point or period of time associated with an event in the lifecycle of the resource 1983 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 Edinburg High School 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 Still Image Identifier An unambiguous reference to the resource within a given context Huerta-EHS1983-007-A 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 https://omeka.utrgv.edu/files/original/0dcb0998cd3be599d32f44ba6b842a23.jpg 8264a4e99ea46e600e775fd925c0cd80 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 Intramurals - sports without the uniform Subject The topic of the resource Edinburg High School Intramural Sports Description An account of the resource Article in Edinburg High School Yearbook about the intramural programs Creator An entity primarily responsible for making the resource Edinburg High School Source A related resource from which the described resource is derived Lisa Huerta Publisher An entity responsible for making the resource available Edinburg High School University of Texas Rio Grande Valley Date A point or period of time associated with an event in the lifecycle of the resource 1983 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 Edinburg High School 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 Identifier An unambiguous reference to the resource within a given context Huerta-EHS1983-007 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 htt yearbooks https://omeka.utrgv.edu/files/original/9fa69d3ca1db9580bd5631b6eba1fad3.pdf 352e699223af480a0470b218e7e09d29 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 Peonage Language A language of the resource English 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 Investigation To Be Second Made in Case Subject The topic of the resource Peonage Racism Crime Case Description An account of the resource A newspaper article about how police officers and Sheriff Raymond Teller were released out of jail by paying $1,500 bonds. They were expected to court the following Monday of this publication. 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 1927-01-09 1927 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 (1927, January 9). Investigation To Be Second Made in Case. <em>Brownsville Herald,</em> p. 1. 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 Identifier An unambiguous reference to the resource within a given context BrownsvilleHerald-19270109-HabeasCorpus 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 newspaper peonage primary source Raymondville Willacy County https://omeka.utrgv.edu/files/original/1122f4c4d5d84ad65b0b8d95c886d1b7.jpg b5dee841c177da2a0a502404c855989e 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 J.T. Canales (c. 1905), 29th State Legislature. Image from State Preservation Board. https://omeka.utrgv.edu/files/original/f524dad977a14fd413bb5b6da0d7751b.jpg e958e89a406a82fac34b4f706981b060 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 J.T. Canales, Texas Historical Marker 15938, Atlas Number 5507015938. Source: Waymarking.com. https://omeka.utrgv.edu/files/original/f46351c85f45077f34b3f1a021029d6c.jpg 5657ad2cbd4fc088258e4d1ef705a713 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 J.T. Canales (1947). J.T. Canales Estate Collection, Photo File A1990-034. South Texas Archives, James C. Jernigan Library, Texas A&M University-Kingsville. https://omeka.utrgv.edu/files/original/7bb4ef3949beccfb3646e25af809c7ca.png 8e2fbf265e07cccb7fa86d365d5441d1 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. The Brownsville Herald, Brownsville, Texas. 26 Mar 1929, p. 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 Mapping RGV Civil Rights Subject The topic of the resource civil rights Texas--Rio Grande Valley Description An account of the resource Collection of items compiled for the RGV civil rights map Date A point or period of time associated with an event in the lifecycle of the resource 1906 August 13 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Cameron County, Texas 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. 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 J.T. Canales (1877–1976) Description An account of the resource José Tomás "J.T." Canales (1877–1976) was an attorney and judge, civil rights advocate and state legislator, who moved to Brownsville in 1903.  https://omeka.utrgv.edu/files/original/fc860333ee8a90e0ff7586edf932295b.pdf 4069c115f27a45f2896078ecacb6201b 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 Bazan and Longoria listed among people killed Subject The topic of the resource lynching, mantanza, Mexican Americans, ethic violence, Hidalgo County (Tex.) Description An account of the resource Second page of a four page document that includes listing provided by Frank Cushman Pierce (1858–1918) to the American Consulate in Matamoros of people who were killed in 1915. Among the list are the names of Jesus Bazán and Antonio Longoria. Creator An entity primarily responsible for making the resource U.S. Consul (Matamoros, Mex.) Source A related resource from which the described resource is derived Frank Pierce’s “Partial List of Mexicans Killed in the Valley Since July 1, 1915.” Records of the Department of State Relating to the Internal Affairs of Mexico, 1910-1929, National Archives, Microfilm Publication, M274, vol. 51, File No. 812/17186, image numbers 0172-0175. Date A point or period of time associated with an event in the lifecycle of the resource 1916 January 26 https://omeka.utrgv.edu/files/original/a53474b56a8b0faa07b4620f79c0dd4b.png 84a591d5455359c1c945df34a364cc75 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 Photograph of Antonio Longoria Subject The topic of the resource mantanza, ethnic violence, Mexican Americans, lynching, Hidalgo Co. (Tex.) Description An account of the resource Portrait of Antonio Longoria in a suit and tie standing behind a rattan chair. A painted backdrop appears behind him. He was a respected member of the community and served as a county commissioner. Source A related resource from which the described resource is derived <a href="https://refusingtoforget.org/historical-markers/jesus-bazan-and-antonio-longoria/" target="_blank" rel="noreferrer noopener">Refusing to Forget</a> https://omeka.utrgv.edu/files/original/90a4704d38ff193c0a0732c9b971862d.jpg a9959d4509f062d9a7de3f83674a4e4b 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 Bazán and Longoria Murders Historical Marker Subject The topic of the resource lynching civil rights Violence against--Mexicanos Description An account of the resource Photograph of the Bazán and Longoria Murders historical marker Erected 2016 by Texas Historical Commission. (Marker Number 18584.) "On September 27, 1915, Jesus Bazán and his son-in-law, Antonio Longoria – both recognized Tejano community leaders and the latter a Hidalgo County commissioner – traveled to a local Texas Ranger camp on the Sam Lane ranch to report a horse robbery that occurred a few days prior at their ranch north of the Rio Grande in Hidalgo County. Although Bazán and Longoria should have had the law on their side, anti-Mexican violence in the region was persistent. After a seemingly uneventful conversation with Ranger Captain Henry Ransom, the two men left on horseback. When they were about 300 yards from the campsite, laborers on Sam Lane’s ranch witnessed Captain Ransom and two civilians climb into a Model T Ford and follow the men. One passenger reached outside a window and shot both men in the back. Bazán and Longoria fell from their horses and died on the side of the road. Unfazed by the shooting, it was reported that Captain Ransom returned to the campsite to take a nap, leaving the bodies to decompose. Several days later, a family friend and neighbor buried the men where they fell. Neither the Texas Rangers nor local law enforcement investigated, explained or reported the murders. In 1919, as a result of the Bazán and Longoria murders and many other incidents of violence against Mexican Americans, the Texas Legislature conducted a formal investigation into state and local law enforcement practices. Many law enforcement groups were reorganized as a result. Memories of the murders continue through oral tradition, reflecting this violent yet pivotal time in Texas history. (2016)" Creator An entity primarily responsible for making the resource James Hulse (2021) Source A related resource from which the described resource is derived <a href="https://www.hmdb.org/m.asp?m=166335" target="_blank" rel="noreferrer noopener">Historical Marker Database</a> 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 Mapping RGV Civil Rights Subject The topic of the resource civil rights Texas--Rio Grande Valley Description An account of the resource Collection of items compiled for the RGV civil rights map Date A point or period of time associated with an event in the lifecycle of the resource 1906 August 13 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Cameron County, Texas 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. 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 Jesus Bazán and Antonio Longoria Lynchings Subject The topic of the resource Lynching Law enforcement--Texas Rangers Violence against--Mexicanos Description An account of the resource Jesus Bazán and Antonio Longoria were two prominent Mexican-American residents of South Texas. In September 1915, armed robbers hijacked them for their horses their supplies. When the two men reported the incident to Texas Ranger Capt. Henry Lee Ransom on 27 September, he chased them down, shot and killed them both. <br /><br />Following the murders, Capt. Ransom would not allow the bodies to be removed for a proper funeral. In October, Bazan and Longoria were buried by their families where they lay, which is now the Bazan Ranch Cemetery (or Campo de las Flores) in Hidalgo County.<br /><br />Frank Cushman Pierce reported the incident to the US Secretary of State stating, "Jesus Basan [sic] brother-in-law [sic] of Antonio Longoria, killed near Del Fina or Delfina, Hidalgo County. Antonio Longoria near Delfina Hidalgo County between Delfina and Guadalupe." Date A point or period of time associated with an event in the lifecycle of the resource 1915 September 27 civil rights lynching mantanza Mexican-American Texas Rangers violence https://omeka.utrgv.edu/files/original/830f314aba4a881dce04727c7a26cb43.jpg bd1341b99f8a7ddeb532dcdbe619a6df https://omeka.utrgv.edu/files/original/908126515c752cd7b710afb9f37d25d6.jpg 9c93233923560e59ed59fecadc44b65e https://omeka.utrgv.edu/files/original/33632dea0eec103efadeeaa29cd6a416.jpg 842574ed35046e063c568a5b03fe53ab 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 Citrus Industry 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 John H. Shary Description An account of the resource A biography of John H. Shary. He is described as a the "father of the Texas citrus industry." The biography includes an insight of his education and businesses. It also includes a portrait photograph of John Shary. This biography was done for his seventy second birthday anniversary. 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 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 John H. Shary collection; a biography of John Shary's life for his 72nd birthday, March 2, 1944. ELIBR0002, Box 243, Folder 34, John H. Shary, 1944. University Library, Special Collections & University Archives, University of Texas Rio Grande Valley, Edinburg, Texas. Relation A related resource <a href="https://archivesspace.lib.utrgv.edu/top_containers/5159">John H. Shary Collection</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 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 Subject The topic of the resource Citrus Industry United Irrigation Company Texas Citrus Fruit Growers' Exchange Commerce Citrus Agriculture Date A point or period of time associated with an event in the lifecycle of the resource 1944-04-02 1944 Identifier An unambiguous reference to the resource within a given context JohnShary-001 primary source https://omeka.utrgv.edu/files/original/6d1799f10c7f4a7cc9074c08785ed3e4.jpg c417aa20a7438b2041d078644ecabf91 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 John H. Shary's Pharmacist Certificate (1908) Subject The topic of the resource John H. Shary, pharmacist https://omeka.utrgv.edu/files/original/f59bac0577ae4513399568872e524e1f.tif 5fda6d779ba3acc9610f529491dda0fd 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 a young John H. Shary Subject The topic of the resource John H. Shary https://omeka.utrgv.edu/files/original/fc406ef6e1eaa7c595b51187bd59362e.jpg ae30dbe9a88b488694ad1708f6f5c98c 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 "Colonizer and Developer". Subject The topic of the resource John H. Shary Description An account of the resource Excerpt from Promotional literature, "The Golden Story of Sharyland: Where Nature Produces the World's Sweetest Citrus Fruits https://omeka.utrgv.edu/files/original/a0a9ee30b83a8874ff095f508baff9c8.jpg de2ad48f5719fc8e6d8188689f5c5be0 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 "Treasure Land" Subject The topic of the resource lower rio grande valley, citrus Description An account of the resource Cover from promotional literature, "The Treasure Land of the Lower Rio Grande: Where Nature's Smiles Are Brightest." Date A point or period of time associated with an event in the lifecycle of the resource 1918 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 Gold in the Magic Valley Subject The topic of the resource grapefruit, citrus, development, Rio Grande Valley Language A language of the resource English References A related resource that is referenced, cited, or otherwise pointed to by the described resource. John H. Shary Collection. ELIBR-0002. University Library, Special Collections and University Archives, University of Texas Rio Grande Valley, Edinburg, TX. <a href="Edinburg,%20TX.%20https%3A//archives.lib.utrgv.edu/repositories/2/resources/225" target="_blank" rel="noreferrer noopener">https://archives.lib.utrgv.edu/repositories/2/resources/225</a> Description An account of the resource This exhibition is presented by Special Collections & Archives to highlight the John H. Shary Collection. It focuses on how one man’s dream of building a citrus empire helped stimulate the rapid growth of the Rio Grande Valley’s economy and develop the “Magic Valley” into a reality. The digital exhibit features photographs and documents relating to the Shary family and the development of the Valley's citrus industry. Identifier An unambiguous reference to the resource within a given context https://doi.org/10.51734/DC0003 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. 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 John H. Shary Subject The topic of the resource John H. Shary john h. shary Sharyland https://omeka.utrgv.edu/files/original/143116d38c264d7a80dc93e12e4fb339.jpg ce5a09e23178cc709f19360ac5702cdd 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 Sharyland and Mission Founders Description An account of the resource Photographic print of John H. Shary, Sharyland Founder, and John J. Conway, Mission Founder. From Hidalgo County Historical Commission Collection, Archives Alert 94-904. Date A point or period of time associated with an event in the lifecycle of the resource undated https://omeka.utrgv.edu/files/original/670aa9b77c4512aa7b961397f674d816.jpg ac3c5eb2d9d67c557121364ab1802a4e 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 John H. Shary Description An account of the resource Photographic portrait of John H. Shary appearing in the Standard Blue Book, U.S.A., 1926. Source A related resource from which the described resource is derived <p><a href="https://archives.lib.utrgv.edu/repositories/2/archival_objects/63497" target="_blank" rel="noopener">Standard Blue Book - Texas, South Texas Edition, 1926</a></p> Publisher An entity responsible for making the resource available San Antonio : Standard Blue Book Co. Date A point or period of time associated with an event in the lifecycle of the resource 1926 https://omeka.utrgv.edu/files/original/2063990ff0c3976966ea5abbfcaca158.jpg 48ce6d7d801c6eade23c3e226b50dcd8 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 Mary Shary Description An account of the resource Photographic portrait of Mary Shary appearing in the Standard Blue Book, U.S.A., 1926. Publisher An entity responsible for making the resource available San Antonio : Standard Blue Book Co. Date A point or period of time associated with an event in the lifecycle of the resource 1926 https://omeka.utrgv.edu/files/original/188c1ca3fbb7f1c0bb2ab1f92923059a.jpg 3b00bddf357a7925706391015a92f31f 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 John H. and Mary (O'Brien) Shary Description An account of the resource Photographic print of John and Mary outside the Matlison home the day after they married (November 14, 1922). Date A point or period of time associated with an event in the lifecycle of the resource November 14, 1922 https://omeka.utrgv.edu/files/original/b2585c1026a6daf0280ae950153c8afd.jpg 79ad8af9325ba95d660e6941bb1ec6ec 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 John Shary in uniform with Mary Description An account of the resource John Shary in uniform with Mary (c. 1912). From John H. Shary Collection. Date A point or period of time associated with an event in the lifecycle of the resource c. 1912 https://omeka.utrgv.edu/files/original/6b6a36ea69fd4f222f9cb871106ba034.jpg 8b35cde46e8baa45743a899e07717e31 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 Photo of Mr. and Mrs. Shary Description An account of the resource Photographic image from photo album of Mr. and Mrs. John H. Shary. From John H. Shary Collection https://omeka.utrgv.edu/files/original/40be5d5037a16924b42d467951f9450e.jpg 4ffc5e687f9320eaff0522e864f5bfbf 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 United in Holy Matrimony Description An account of the resource Marriage certificate of John and Mary Shary, November 13, 1922 in Carthage, Jasper County, Missouri. Date A point or period of time associated with an event in the lifecycle of the resource 1922 https://omeka.utrgv.edu/files/original/598c3333ca05a6c4ab664d902d7e6549.jpg dbe84cc8a16755cc7258a94e32541a73 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 Lt. Governor Allan Shivers and Marialice Shivers pictured with their young family. Description An account of the resource "The New Generation" from publication The Shary Organization: 35 Years of Progress (1913-1948). Source A related resource from which the described resource is derived <a href="https://archives.lib.utrgv.edu/repositories/2/archival_objects/63435" target="_blank" rel="noopener">The Shary Organization, 1913-1948</a> Date A point or period of time associated with an event in the lifecycle of the resource 1948 https://omeka.utrgv.edu/files/original/7babd7bfacf6200f02a54314ca73a941.jpg 2ce16c152e58d48afad1ef000e060105 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 First Family of Texas Description An account of the resource Cover of <em>Texas Parade Magazine</em>, February 1951, featuring Governor Allan Shivers and his wife Marialice (Shary) Shivers and children. Source A related resource from which the described resource is derived <a href="https://archives.lib.utrgv.edu/repositories/2/archival_objects/63426" target="_blank" rel="noopener">John Shary Collection. Texas Parade, 1936-1953, ELIBR-0002, Box: 254, Folder: 53. University of Texas Rio Grande Valley Special Collections and Archives, Edinburg Campus.</a> Date A point or period of time associated with an event in the lifecycle of the resource 1951 https://omeka.utrgv.edu/files/original/a2e44b5807a73046cbfd54670c84f322.jpg 4c000da4bd6118c944de0795f71469e8 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 Marialice and Allan Shivers Description An account of the resource Photo of Marialice and Allan Shivers that originally appeared in the <em>San Antonio Express Magazine</em>, April 29, 1951. Source A related resource from which the described resource is derived <a href="https://archives.lib.utrgv.edu/repositories/2/archival_objects/58981" target="_blank" rel="noopener">John H. Shary Collection. Sub-series III: Newspaper Clippings &amp; Publications, 1910-1981. University of Texas Rio Grande Valley Special Collections and Archives, Edinburg Campus.</a> Publisher An entity responsible for making the resource available San Antonio Express News Date A point or period of time associated with an event in the lifecycle of the resource April 29, 1951 https://omeka.utrgv.edu/files/original/3d0093516da0983e0fccb5961c7c1a09.jpg a98d48fff82904d63ccc5fb5512b85fe 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 John H. Shary Estate comprised many business entities. Description An account of the resource List of companies that were considered part of John H. Shary's Estate. Page from publication <em>The Shary Organization: 35 Years of Progress (1913-1948)</em>. Source A related resource from which the described resource is derived The Shary Organization, 1913-1948 Date A point or period of time associated with an event in the lifecycle of the resource 1948 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 Gold in the Magic Valley Subject The topic of the resource grapefruit, citrus, development, Rio Grande Valley Language A language of the resource English References A related resource that is referenced, cited, or otherwise pointed to by the described resource. John H. Shary Collection. ELIBR-0002. University Library, Special Collections and University Archives, University of Texas Rio Grande Valley, Edinburg, TX. <a href="Edinburg,%20TX.%20https%3A//archives.lib.utrgv.edu/repositories/2/resources/225" target="_blank" rel="noreferrer noopener">https://archives.lib.utrgv.edu/repositories/2/resources/225</a> Description An account of the resource This exhibition is presented by Special Collections & Archives to highlight the John H. Shary Collection. It focuses on how one man’s dream of building a citrus empire helped stimulate the rapid growth of the Rio Grande Valley’s economy and develop the “Magic Valley” into a reality. The digital exhibit features photographs and documents relating to the Shary family and the development of the Valley's citrus industry. Identifier An unambiguous reference to the resource within a given context https://doi.org/10.51734/DC0003 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. 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 John H. Shary and Family Description An account of the resource Brief biographical information and photos of John H. and Mary Shary and their children. Allan Shivers Governor john h. shary Marialice Shary Shivers Mary O'Brien Shary Shary Family Shary Shivers Family https://omeka.utrgv.edu/files/original/8cf4cf78157856f7db4d0cdae2815498.jpg cf72f60215b240b1d5f79bfc362e89af 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 Gold in the Magic Valley Subject The topic of the resource grapefruit, citrus, development, Rio Grande Valley Language A language of the resource English References A related resource that is referenced, cited, or otherwise pointed to by the described resource. John H. Shary Collection. ELIBR-0002. University Library, Special Collections and University Archives, University of Texas Rio Grande Valley, Edinburg, TX. <a href="Edinburg,%20TX.%20https%3A//archives.lib.utrgv.edu/repositories/2/resources/225" target="_blank" rel="noreferrer noopener">https://archives.lib.utrgv.edu/repositories/2/resources/225</a> Description An account of the resource This exhibition is presented by Special Collections & Archives to highlight the John H. Shary Collection. It focuses on how one man’s dream of building a citrus empire helped stimulate the rapid growth of the Rio Grande Valley’s economy and develop the “Magic Valley” into a reality. The digital exhibit features photographs and documents relating to the Shary family and the development of the Valley's citrus industry. Identifier An unambiguous reference to the resource within a given context https://doi.org/10.51734/DC0003 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. 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 John H. Shary and the Citrus Industry of the Lower Rio Grande Valley Description An account of the resource Original poster for physical exhibit Publisher An entity responsible for making the resource available UTRGV University Library Date A point or period of time associated with an event in the lifecycle of the resource 2018 citrus industry john h. shary magic valley https://omeka.utrgv.edu/files/original/297029f80d8b3b89e37b5096543fb1d3.jpg f2c03155e143f83dab521d96ee120370 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 "Join the Strike." El Cuhamil, February 6, 1976. 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 Melon Strike Date A point or period of time associated with an event in the lifecycle of the resource 1966 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Starr County, Texas 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 Join the Strike Subject The topic of the resource Strikes Rio Grande Valley Chicano Movement Agriculture Texas Farm Workers Union Mexican Americans Description An account of the resource A newspaper clip convincing farmers from the Rio Grande Valley to join the strikes to fight for farmer's rights. 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 El Cuhamil Date A point or period of time associated with an event in the lifecycle of the resource 1976-02-06 Contributor An entity responsible for making contributions to the resource University of Texas Rio Grande Valley Relation A related resource <a href="https://utrgv.primo.exlibrisgroup.com/discovery/fulldisplay?docid=alma991007787899704696&amp;context=L&amp;vid=01UT_RGV_INST:UTRGV&amp;search_scope=Search_All&amp;tab=Search_All&amp;lang=en">El Cuhamil record</a> 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 Identifier An unambiguous reference to the resource within a given context COE-MELONSTRIKES-ConvincingFarmers 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 Bibliographic Citation A bibliographic reference for the resource. Recommended practice is to include sufficient bibliographic detail to identify the resource as unambiguously as possible. "Join the Strike." El Cuhamil, February 6, 1976. primary source https://omeka.utrgv.edu/files/original/240494590c0fa65be72828e01f66eda6.jpg 176421113728b57b30705b4cbaffef26 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 Jose Yanez, Pington Player, 1962 Subject The topic of the resource Texas Southmost College Pington Championship Player Description An account of the resource Caption: Jose Yanez Pington men's singles winner. Creator An entity primarily responsible for making the resource Texas Southmost College Source A related resource from which the described resource is derived University of Texas Rio Grande Valley Special Collections and Archives Publisher An entity responsible for making the resource available Texas Southmost College University of Texas Rio Grande Valley Date A point or period of time associated with an event in the lifecycle of the resource 1962 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 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 TSC1962(4) Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Brownsville, Texas https://omeka.utrgv.edu/files/original/b0e1894e24ae085de30835efa3d7840d.jpg c65923d2fc4a93369b59277570e02f3e 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 Subject The topic of the resource athletics, team sports Identifier An unambiguous reference to the resource within a given context https://doi.org/10.51734/DC0002 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 Juan Diego Basketball Team Subject The topic of the resource McAllen High School Women Coaches Basketball Source A related resource from which the described resource is derived McAllen Independent School District Teresa Casso Nayleen Hernandez Publisher An entity responsible for making the resource available University of Texas Rio Grande Valley Contributor An entity responsible for making contributions to the resource Teresa Casso McAllen Independent School District Nayleen Hernandez Relation A related resource <a href="http://63213064.nhd.weebly.com/family.html">A Legacy of Excellence</a> 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 McAllenISD-juan-diego-team-2018 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant McAllen, Texas htt https://omeka.utrgv.edu/files/original/d4cae384e35f5c7cacfce42e1ee2b85b.pdf 31a64174e37c7a124f57f195703a2f3f 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.) 5-7 Days Standards §113.16. Social Studies, Grade 5, Beginning with School Year 2011-2012. (17) Citizenship. The student understands important symbols, customs, celebrations, and landmarks that represent American beliefs and principles and contribute to our national identity. The student is expected to: (D) describe the origins and significance of national celebrations such as Memorial Day, Independence Day, Labor Day, Constitution Day, Columbus Day, and Veterans Day Objectives To recognize heritage, culture and communities and identify ways to empower and engage these communities with classroom curriculum and instruction. Materials https://www.youtube.com/watch?v=j7U--9rfE98&feature=youtu.be https://www.youtube.com/watch?v=8Jbp_PPMNA8 Lesson Plan Text Your Name: Aleyda Pena, Gabrielle Flores, Lindsey Skalitsky & Jessica Gomez Grade Level: 5th Number of Students: 27 Assessment (formal and/or informal) Informal Standards Social Studies Recognize and give examples of the tensions between the wants and needs of individuals and groups, and concepts such as fairness, equity, and justice. Standards English Language Arts Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. Strategies for English Language Learners and Learners with Special Needs Supplemental readings in L1 along with lower level readers of same story. Associated illustrations for story for visual understanding. Sentence stems for ELL to use for discussion purposes. Materials and Resources video link https://www.youtube.com/watch?v=j7U--9rfE98&feature=youtu.be https://www.youtube.com/watch?v=8Jbp_PPMNA8 Instructional Sequence (instructional strategies and learning tasks) Juneteenth is a celebration of the day in 1865 that word of Lincoln's signing of the Emancipation Proclamation, freeing all slaves, made its way to the state of Texas. The celebration name is a combination of "June" and "Nineteenth"—the day that the celebration takes place. Show video of Juneteenth celebration in Edinburg, Texas. https://www.youtube.com/watch?v=j7U--9rfE98&feature=youtu.be Read book “Juneteenth Jamboree”. Show video https://www.youtube.com/watch?v=8Jbp_PPMNA8 ● the purpose of the lesson for students ( 5 minutes) ● Accessing prior knowledge ( 15 minutes) ● Teacher modeling ( 5 minutes) ● Guided Practice ( 10 minutes) ● Practice (independent, partner, group) ( 13 minutes) ● Closure ( 2 minutes) Monitoring for student learning/understanding. Describe the instructional strategies Your Name: Aleyda Pena, Gabrielle Flores, Lindsey Skalitsky & Jessica Gomez Grade Level: 5th Number of Students: 27 Assessment (formal and/or informal) Informal Standards Social Studies Give examples of how government does or does not provide for the needs and wants of people, establish order and security, and manage conflict. Standards English Language Arts Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade level topics and texts, building on others’ ideas and expressing their own clearly. Strategies for English Language Learners and Learners with Special Needs Allow for partner reading to enable more understanding. Supplement ELLs with Spanish text support. Students may work in groups to enable peer support for instruction and understanding for elaboration. Materials and Resources http://www.tshaonline.org/handbook/online/articles/lkj01. United States (A Nation Divided) map in 1865 Instructional Sequence (instructional strategies and learning tasks) Distribute the handout Juneteenth Celebration. Have students participate in a reading activity (read aloud, silent reading, differentiated instruction activity). Distribute a 1865 United States map (provided). Write the following question on the board: a. Discuss reasons why you think that it took nearly 3 years for news of emancipation to travel from Washington, D.C., to Galveston, Texas. b. Distribute a copy of the “A Nation Divided 1861 -1865 map.” c. Ask students to discuss challenges the messenger may have experienced traveling through the Northern and Southern states? ● the purpose of the lesson for students ( 2 minutes) ● Accessing prior knowledge ( 5 minutes) ● Teacher modeling ( 10 minutes) ● Guided Practice ( 5 minutes) ● Practice (independent, partner, group) ( 20 minutes) ● Closure ( 3 minutes) Monitoring for student learning/understanding. Describe the instructional strategies Your Name: Aleyda Pena, Gabrielle Flores, Lindsey Skalitsky & Jessica Gomez Grade Level: 5th Number of Students: 27 Assessment (formal and/or informal) Informal Standards Social Studies Use appropriate resources, data sources, and geographic tools to generate, manipulate, and interpret information. Standards English Language Arts Read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of grade level texts complexity band independently and proficiently. Strategies for English Language Learners and Learners with Special Needs Allow for partner reading to enable more understanding. Supplement ELLs with Spanish text support. Students may work in groups to enable peer support for instruction and understanding for elaboration. Materials and Resources Venn Diagram Template Instructional Sequence (instructional strategies and learning tasks) Ask students to continue their discussion about the challenges the messenger may have experienced traveling through the Northern and Southern states? Create a venn diagram on the board; discuss today’s means of communication, specifically information that can travel instantaneously, for example the internet. Therefore, the idea that an important government announcement took almost 3 years to travel from Washington, D.C., to Galveston, Texas, seems unbelievable. Although Abraham Lincoln signed the Emancipation Proclamation on September 22, 1862, the slaves in Texas did not hear that they had been freed until June 19, 1865. Distribute the venn diagram (provided) to students; Compare today’s means of communication and communication used in 1865. ● the purpose of the lesson for students ( 3 minutes) ● Accessing prior knowledge ( 2 minutes) ● Teacher modeling ( 5 minutes) ● Guided Practice ( 15 minutes) ● Practice (independent, partner, group) ( 15 minutes) ● Closure ( 5 minutes) Monitoring for student learning/understanding. Describe the instructional strategies Your Name: Aleyda Pena, Gabrielle Flores, Lindsey Skalitsky & Jessica Gomez Grade Level: 5th Number of Students: 27 Assessment (formal and/or informal) Informal Standards Social Studies Demonstrate an understanding that different people may describe the same event or situation in diverse ways, citing reasons for the differences in views. Standards English Language Arts Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. Strategies for English Language Learners and Learners with Special Needs Allow for partner reading to enable more understanding. Supplement ELLs with Spanish text support. Students may work in groups to enable peer support for instruction and understanding for elaboration. Materials and Resources http://www.juneteenth.com Instructional Sequence (instructional strategies and learning tasks) This announcement prompted spontaneous celebrations in the streets. African Americans celebrate Juneteenth (a combination of June and nineteenth) as a legal holiday in Texas and throughout the United States with parades, prayers, picnics, games, and family gatherings. A reading of the Emancipation Proclamation marks the beginning of many local festivities. Discuss the local Juneteenth celebrations in and around South Texas. Have students discuss Juneteenth, highlight the fact that Juneteenth remains one of the few U.S. holidays that does not have a commercial component. Ask students to brainstorm and identify other non-commercial holidays and speculate on what has protected them from exploitation. A legend tells that Abraham Lincoln's messenger to Texas had an ornery mule and that is why the news took so long to arrive. Debate whether the length of time was intentional or accidental. ● the purpose of the lesson for students ( 2 minutes) ● Accessing prior knowledge ( 5 minutes) ● Teacher modeling ( 5 minutes) ● Guided Practice ( 7 minutes) ● Practice (independent, partner, group) ( 23 minutes) ● Closure ( 3 minutes) Monitoring for student learning/understanding. Describe the instructional strategies Your Name: Aleyda Pena, Gabrielle Flores, Lindsey Skalitsky & Jessica Gomez Grade Level: 5th Number of Students: 27 Assessment (formal and/or informal) Formal Standards Social Studies Use appropriate resources, data sources, and geographic tools to generate, manipulate, and interpret information. Standards English Language Arts Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. Strategies for English Language Learners and Learners with Special Needs Allow for partner reading to enable more understanding. Supplement ELLs with Spanish text support. Students may work in groups to enable peer support for instruction and understanding for elaboration. Materials and Resources Assessments: Venn Diagram & Alternate Ending Composition Instructional Sequence (instructional strategies and learning tasks) Juneteenth has grown into a heritage-centered event that focuses on family, community, education, and achievement—but its origins are still very important. How does the historical background of the day, as a celebration of freedom for the slaves of Texas, compare to other important celebrations of freedom in the United States? Juneteenth remains one of the few U. S. holidays that does not have a commercial component. Students identify other non-commercial holidays and speculate on what has protected them from exploitation. Students then create a venn diagram comparing Juneteenth to another Nationally recognized holiday. Students construct a composition that has to do with Juneteenth and also create an alternate ending to the situation. ● the purpose of the lesson for students ( 1 minutes) ● Accessing prior knowledge ( 5 minutes) ● Teacher modeling ( 4 minutes) ● Guided Practice ( 0 minutes) ● Practice (independent, partner, group) ( 0 minutes) ● Closure/ Assessment ( 35 minutes) Monitoring for student learning/understanding. Describe the instructional strategies Goals or Mission: To transform the Rio Grande Valley, the Americas, and the world through an innovative and accessible educational environment that promotes student success, research, creative works, health and well-being, community engagement, sustainable development, and commercialization of university discoveries. 1. Learning Goals/Standards: As a class, discuss the overall importance of the Emancipation Proclamation to the slaves and the white people who lived in the country during this time period. How did this change the country forever? 2. Rationale: Although part of the school curriculum, content standards, or ELD standards, why is this content important for your students to learn? 3. Identifying and supporting language needs: Supplement ELLs with Spanish text support. Students may work in groups to enable peer support for instruction and understanding for elaboration. 4. Accessing prior knowledge and building upon students’ backgrounds, interests and needs: In cities across the country, people of all races, nationalities and religions are joining hands to truthfully acknowledge a period in our history that shaped and continues to influence our society today. Sensitized to the conditions and experiences of others, only then can we make significant and lasting improvements in our society. 5. Materials and Instructional Sequence: https://www.youtube.com/watch?v=j7U--9rfE98&feature=youtu.be https://www.youtube.com/watch?v=8Jbp_PPMNA8 http://www.juneteenth.com https://www.archives.gov/education/lessons/civil-war-docs 6. Assessment: Today Juneteenth commemorates African American freedom and emphasizes education and achievement. It is a day, a week, and in some areas a month marked with celebrations, guest speakers, picnics and family gatherings. It is a time for reflection and rejoicing. It is a time for assessment, self-improvement and for planning the future. Its growing popularity signifies a level of maturity and dignity in America long overdue. 7. Accommodations: Invite your students to compare Juneteenth celebrations to Fourth of July celebrations, using the Venn Diagram. What events take place on the two days? What do people do? How are the events described in the media? When students notice differences between the celebrations, ask them to hypothesize about the reasons. Conclude the discussion by asking students what conclusions they can draw about the ways that people celebrate and define freedom in the U.S. Allow for partner reading to enable more understanding. Supplement ELLs with Spanish text support. Students may work in groups to enable peer support for instruction and understanding for elaboration. 8. Theory: Context Based Learning, learning from experience by interpretation of information and relating it to what is already known. 9. Anchor Videos: https://www.youtube.com/watch?v=j7U--9rfE98&feature=youtu.be https://www.youtube.com/watch?v=8Jbp_PPMNA8 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 Juneteenth in the Rio Grande Valley Lesson Plans Subject The topic of the resource Slavery Description An account of the resource After the Civil War, in 1865 a myriad amount of people remained enslaved. The reason being was due to Word of slavery end news traveled slowly, especially for those who were isolated from the Union armies- where life continued as if freedom did not exist. Texas was one of those cases, were slaves were not aware of their freedom until June 19, 1865. Union Gen. Gordon Granger arrived in Galveston, TX to issue an order officially granting freedom. The celebration now serves as the base of “Juneteenth” a holiday that celebrates emancipation in the United States. Juneteenth represents, not only in the Rio Grande, but in all the United States the announcement of abolition of slavery in the U.S state of Texas. It commemorates the group of slaves who learned that they had been emancipated years earlier. Creator An entity primarily responsible for making the resource Aleyda Pena Gabrielle Flores Lindsey Skalitsky Jessica Gomez Source A related resource from which the described resource is derived UTRGV College of Education EDCI335-3O 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 1865 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 Rio Grande Valley Rights Information about rights held in and over the resource Flores, Gabrielle, Gomez, Jessica, Pena, Aleyda, & Skalitsky, Lindsay. (2018). Juneteenth in the Rio Grande Valley Lesson Plans. Retrieved from https://rgvprimarysourceguides.omeka.net/items/show/40 primary source 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/8f5e3303827df9362776cf2bcd776909.jpg 2e9fcd704f3dbf09ddc3922502620919 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 Newspapers Subject The topic of the resource local news Valley Morning Star Mission Times Description An account of the resource Newspapers from 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 King La Feria Nab Edinburg Relays Titles, 1977 Subject The topic of the resource Women's Sports Track La Feria High School McAllen High School Pharr-San Juan-Alamo High School Brownsville High School Weslaco High School Mission High School San Benito High School Creator An entity primarily responsible for making the resource Valley Morning Star Source A related resource from which the described resource is derived Harlingen Public Library Publisher An entity responsible for making the resource available Valley Morning Star Date A point or period of time associated with an event in the lifecycle of the resource 4/3/1977 1977 Contributor An entity responsible for making contributions to the resource Valley Morning Star Type The nature or genre of the resource Text 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 ValleyMorningStar-19770403 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 https://omeka.utrgv.edu/files/original/c165456e134b196147d38945a49370b5.JPG d02e4dbf0b1d6c1ef7b55910ecb45e17 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 Casita Farms Select Vegetables Label Description An account of the resource Label for select vegetables produced by La Casita Farms, Inc., Rio Grande City, Texas 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 City, Texas https://omeka.utrgv.edu/files/original/2fd2e82da1da88a2ca1b3d70620a5bb6.jpg cebac1e23dd8b485c17a1b3c6c9f67c8 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 Huelga! Farm hands begin walkout in Starr County Subject The topic of the resource Strikes and lockouts Labor rights Eugene Nelson Description An account of the resource Newspaper clipping from <em>The Monitor</em> (McAllen, Texas) 01 Jun 1966, Wed · Page 1 describes how Eugene Nelson organized the Independent Workers Association of the Valley to strike. It was the first labor strike of this kind in the valley.<br /><br />On the first day, 750 strikers demanded higher wages. Picketers held signs reading HUELGA. Creator An entity primarily responsible for making the resource Pete Wittenberg Source A related resource from which the described resource is derived newspapers.com Publisher An entity responsible for making the resource available <em>The Monitor</em> (McAllen, Texas) Date A point or period of time associated with an event in the lifecycle of the resource 1966 June 01 Rights Information about rights held in and over the resource Copyright 1966. <em>The Monitor</em> (McAllen, Texas) Language A language of the resource English https://omeka.utrgv.edu/files/original/85e0195e3e6be258292630fc9e8658cd.jpg 2551160e3a2340806086bc3c230085b8 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 Casita Hopeful Wage Hikes Spread Subject The topic of the resource Labor rights Strikes and lockouts Description An account of the resource Newspaper clipping from <em>The Monitor</em>, 29 Jun 1966, Wed · Page 1, describes pay increase for La Casita Farms workers from $0.85 to $1.00. Source A related resource from which the described resource is derived newspapers.com Publisher An entity responsible for making the resource available <em>The Monitor</em> (McAllen, Texas) Date A point or period of time associated with an event in the lifecycle of the resource 1966 Jun 29 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 City, Texas https://omeka.utrgv.edu/files/original/b6b7dfbb141172a9dd8861c4b2c39935.jpg 5735d99e4b9a55cb013cb34ee1324c1e 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 160 Turn Out for March Subject The topic of the resource labor Strikes and lockouts March Description An account of the resource Newspaper clipping from <em>The Monitor</em> (McAllen, Texas), 17 Jun 1966, Fri • Page 1 Source A related resource from which the described resource is derived newspapers.com Publisher An entity responsible for making the resource available The Monitor (McAllen, Texas) Date A point or period of time associated with an event in the lifecycle of the resource 17 Jun 1966 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 City https://omeka.utrgv.edu/files/original/3f661c4c16dbc2267d857033e19f974c.png 2ffcd958bd8c2a18fb20220af410f00a 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 Marker unveiling celebration in 2017 Description An account of the resource A Texas Historical Commission marker was erected in 2017 at Hidalgo County Courthouse to commemorate the historic march. The marker reads: "In summer 1966, hundreds of men, women, and children harvesting cantaloupes in Rio Grande City and Starr County organized with the United Farm Workers and demanded growers raise wages from 40 cents to $1.25 an hour. When their demands were ignored, farm workers walked out on strike and picketed the fields. On the first day of the strike, the Texas Rangers arrested the leader of the farm workers. The workers did not give up. On July 4, 1966, a core group of 30 strikers began a peaceful 400-mile march through South Texas communities to the State Capitol in Austin, gathering support for their cause along the way. On July 7, Mayor Al Ramirez greeted the marchers to the City of Edinburg on their way to a Mass at the shrine of Our Lady of San Juan served by the new bishop, Humberto Medeiros, who endorsed their cause to raise wages to $1.25 an hour. They continued through Weslaco, Edcouch-Elsa and continued on their mark which took them throughout South Texas towns. One hot August day, as marchers rested on the side of the road north of New Braunfels, Governor John Connally, Attorney General Waggoner Carr and Speaker of the House Ben Barnes stopped on their dove hunting trip to South Texas to tell them, “No need to continue because we won’t be at the Capitol when you arrive and we will not consider a minimum wage bill in a special session.” That did not deter the marchers. On Labor Day 1966, the strikers with 10,000 supporters, marched the last four miles from St. Edwards University to the state Capitol. The strike continued into 1967. Los Rinches (the Texas Rangers) and county sheriff’s deputies brutally beat and jailed them in order to break the strike. As a result of the walkouts, a Texas minimum wage law finally passed the Legislature in 1970. In a 1974 ruling (Allee v. Medrano), the U.S. Supreme Court found the Texas Rangers, Starr County’s Sheriff’s Department and a Starr County Justice of the Peace conspired to deprive farm workers of their constitutional rights of free speech and assembly by unlawfully arresting and physically assaulting them. The U.S. Supreme Court in the ruling permanently enjoined the Texas Rangers and its officers from intimidating workers in their organizing efforts. The Rio Grande Valley melon strike was the beginning of the Chicano Movement in Texas. The United Farm Workers members and supporters erected a building brick-by-brick in San Juan and opened its doors to the community in 1972. The original Farm Workers Union Hall in Rio Grande City was in a theater at North Flores and Ringgold Streets. Catholic Bishop Humberto Medeiros donated this 10-acre site to the Alliance for Labor Action. On August 31, 1970, the property was transferred to Cesar Chavez’s national farm workers service center, now the Cesar Chavez Foundation. The building in San Juan and the Farm Worker Movement continue serving farm workers and other low-income residents to this day in Hidalgo County." Creator An entity primarily responsible for making the resource Stephanie Jara (reporter) Source A related resource from which the described resource is derived <a href="https://riograndeguardian.com/plaque-unveiled-to-commemorate-1966-farm-worker-strike-and-march/" target="_blank" rel="noreferrer noopener">Rio Grande Guardian</a> Date A point or period of time associated with an event in the lifecycle of the resource 2017 April 9 Rights Information about rights held in and over the resource Copyright 2017, <em>Rio Grande Guardian</em>. 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 Mapping RGV Civil Rights Subject The topic of the resource civil rights Texas--Rio Grande Valley Description An account of the resource Collection of items compiled for the RGV civil rights map Date A point or period of time associated with an event in the lifecycle of the resource 1906 August 13 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Cameron County, Texas 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. 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 Casita Farms (1966) Subject The topic of the resource Labor Civil rights Strikes and lockouts Description An account of the resource In 1966 a bitter dispute between farmworkers and owners of La Casita Farms, El Texano Ranch, and Griffen & Brand farms took place in Starr County. Farmworkers harvesting melons demanded minimum wage and improved working conditions. Their strike culminated in “La Marcha,” or the march of farmworkers and organizers from Rio Grande City to the state capital in Austin, Texas. Date A point or period of time associated with an event in the lifecycle of the resource 1966 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 City, Texas Roma, Texas Starr County, Texas Austin, Texas farm workers labor labor rights protests strike https://omeka.utrgv.edu/files/original/16a26b3850a7ad1eb12935d16e663972.jpg 1ba4921595b08fbc3f71067b7a678c89 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 and Lyford High School Basketball Game, 1978 Subject The topic of the resource La Feria High School Basketball Women Lyford High School Description An account of the resource Caption: Elia Villarreal prepares to drive around a Lyford guard or pass off to a teammate. 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 1978 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 Public Domain 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-1978-026 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 htt yearbooks https://omeka.utrgv.edu/files/original/bc6a198cdade78dcf8ddeac5a42275c2.jpg a0e37d84b1d90826cad0bc6d74c6bcc7 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 Athlete Daniel Alaniz and Hector Zapata Compete In A Bowling Tournament, 2006 Subject The topic of the resource La Feria High School Disabled Athletics Special Olympics Bowling Description An account of the resource Caption: 4. Did we make it?... Daniel Alaniz 10 and Hector Zapata 12 compete in a bowling tournament. 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 2006 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 La Feria High School 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-2006-021-D 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 htt yearbooks https://omeka.utrgv.edu/files/original/9913a8971ed73685197ad49e41e16055.jpg 4b2e8a0467958045edc005b6ccd8f028 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 Athlete Daniel Alaniz Concentrates On His Roll In Bocce, 2006 Subject The topic of the resource La Feria High School Disabled Athletics Special Olympics Bocce 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 2006 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 La Feria High School 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-2006-021-C 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 htt yearbooks https://omeka.utrgv.edu/files/original/576cc33c2182e4324ee3978c79313725.jpg 2ee4004b7ef3e621637047d8d0b6d3e3 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 Athletes Show Off Their Medals, 2006 Subject The topic of the resource La Feria High School Disabled Athletics Special Olympics Description An account of the resource Caption: 2. What a team!... Joey Gonzales, 10, Juan Martinez, 10, Daniel Alaniz, 10, and Hector Zapata, 12, proudly show off the medals they received for all their hard work. 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 2006 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 La Feria High School 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-2006-021-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 htt yearbooks 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/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/cde58438e90b28b1987eee4948ce9550.jpg cc2d6f834514df161c9dfccb295f5775 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 Player Jumps for the Ball, 1969 Subject The topic of the resource La Feria High School Basketball Women Description An account of the resource Photograph of 1969 La Feria High School Basketball 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 1969 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-1969-009 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/50977ec667f3039b7702985747fd64bd.jpg 3d07cb89d4ac17f8ae4cbb4b8220d6e4 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 Player Jumps to Defend her Opponent, 1973 Subject The topic of the resource La Feria High School Basketball Women Description An account of the resource Photograph of 1973 La Feria High School Basketball Player Jumps to Defend her Opponent 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 1973 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-1973-006 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