32 25 841 https://omeka.utrgv.edu/files/original/1e21f4a55668eeb031e0a733fe606594.jpg 4695357d35b1acbe56b385918846b9aa https://omeka.utrgv.edu/files/original/04de6395c3f16d0c35d0d415dcc6d3b5.jpg 00709164df0713a1ca13fc916e3f06af 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 Onion Strike Must Continue Subject The topic of the resource Strikes Rio Grande Valley Chicano Movement Agriculture Mexican Americans Texas Farm Workers Union Description An account of the resource A newspaper article explaining why the Onion Strike against the corporations should continue. 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 El Cuhamil Date A point or period of time associated with an event in the lifecycle of the resource 1978-05-01 Contributor An entity responsible for making contributions to the resource University of Texas Rio Grande Valle 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-ONIONSTRIKE-OnionStrikeMustContinue-001 COE-ONIONSTRIKE-OnionStrikeMustContinue-002 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 "Onion Strike Must Continue." <em>El Cuhamil</em>, March 1, 1978. primary source https://omeka.utrgv.edu/files/original/e4c7b1f8e7ee64eeda6205540eb143c9.jpg 77cfd1afb1e13da440732c4255af8768 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource News Release from the Marine Military Academy Subject The topic of the resource Military Memorial Iwo Jima Overseas Marine Military Academy Harlon Block World War II Description An account of the resource A news release from Marine Military Academy about a change of date for the dedication of the Texas Iwo Jima Memorial. The news release included more information about the Iwo Jima Statue and why it was brought to Texas. Creator An entity primarily responsible for making the resource Michael Rodriguez 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 Marine Military Academy Date A point or period of time associated with an event in the lifecycle of the resource 1982-02-01 1982 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 Betty Murray Papers; Iwo Jima Memorial News Release, 1982. BLIBR0017, Box 1, Folder 4, News Release from the Marine Military Academy. University Library, Special Collections & University Archives, University of Texas Rio Grande Valley, Brownsville, Texas. 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 BLIBR0017-007 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Harlingen, Texas Texas primary source https://omeka.utrgv.edu/files/original/76dd147dcdda366d0e80c9401a25b4fe.jpg 4bd4681f0e4a6c9b6fa9f47943022d0d 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 [photocopy], Commercial Spokesman [Ed McMahon] Films Documentary, article by Brad Farb for the Valley Morning Star newspaper. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Commercial Spokesman [Ed McMahon] Films Documentary Subject The topic of the resource newspaper Iwo Jima World War II Overseas Harlon Block Description An account of the resource An article about Ed McMahon, a commercial spokesman, filming a documentary called "Return to Iwo Jima." The documentary is a tribute to the fallen during World War's 2 Iwo Jima battle. Creator An entity primarily responsible for making the resource Brad Farb 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 Valley Morning Star Date A point or period of time associated with an event in the lifecycle of the resource 1981-1986 Contributor An entity responsible for making contributions to the resource University of Texas Rio Grande Valley Rights Information about rights held in and over the resource Copyright protected. 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 Iwo Jima newspaper article001 Iwo Jima newspaper article002 Bibliographic Citation A bibliographic reference for the resource. Recommended practice is to include sufficient bibliographic detail to identify the resource as unambiguously as possible. Betty Murray Papers; "Commercial Spokesman Films Documentary," 1981-1986. BLIBR0017, Box 1, Folder 4, Commercial Spokesman Films Documentary. University Library, Special Collections & University Archives, University of Texas Rio Grande Valley, Brownsville, Texas. primary source https://omeka.utrgv.edu/files/original/0ee5787f7ce60586b72056669dc01e2d.jpg 1e6687f4da164448dedadf01d4649cef 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 [brochure] The Texas Iwo Jima Memorial, 1981-1986, p. 1 https://omeka.utrgv.edu/files/original/23847da0759ecb256b9a36723e29e0fa.jpg 2de7f1c59f36f44136019cbcf75ffbef 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 [brochure] The Texas Iwo Jima Memorial, 1981-1986, p. 2 https://omeka.utrgv.edu/files/original/126992d10dac23cad2080249c93d0bcd.jpg fee39684108769c42b77382c8ffb24f3 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 [brochure] The Texas Iwo Jima Memorial, 1981-1986, p. 3 https://omeka.utrgv.edu/files/original/c7bc4982890c645cbe05907ac167afbe.jpg 19c7226ee43913a940a10933fa6ec5b4 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 [brochure] The Texas Iwo Jima Memorial, 1981-1986, p. 4 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 [brochure] The Texas Iwo Jima Memorial Subject The topic of the resource Cemetery Military World War II Memorial Overseas Arlington National Cemetery Harlon Block Description An account of the resource A brochure detailing a fundraising campaign for the Texas Iwo Jima Memorial. The Marine Military Academy (Harlingen, TX) was collecting funds to receive the Iwo Jima Memorial Sculpture. The brochure outlines the project scope as well as the cost, to bring the sculpture to the school. Source A related resource from which the described resource is derived 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 1981-1986 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 Iwo Jima Brochure001 Iwo Jima Brochure002 Iwo Jima Brochure003 Iwo Jima Brochure004 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Arlington, Texas Texas Relation A related resource <a href="https://archivesspace.lib.utrgv.edu/resources/393#tree::resource_393">Betty Murray Papers</a> Creator An entity primarily responsible for making the resource Marine Military Academy Bibliographic Citation A bibliographic reference for the resource. Recommended practice is to include sufficient bibliographic detail to identify the resource as unambiguously as possible. Betty Murray Papers; Iwo Jima Memorial brochure, 1981-1986. BLIBR0017, Box 1, Folder 4, The Texas Iwo Jima Memorial. University Library, Special Collections & University Archives, University of Texas Rio Grande Valley, Brownsville, Texas. primary source https://omeka.utrgv.edu/files/original/e5fdd51119341e0aa0d5b69b9f68ae18.jpg 61d21fb1884b7016dc129bbede9ede12 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [newspaper] Honoring the Dead, "El Dia de los Muertos" celebrated throughout the Hispanic World, by Jessica de Leon for The Monitor (1996-10-27) https://omeka.utrgv.edu/files/original/01c815511bb9707b3b935692842236e8.tif 6239c53612b9470ad327721628b10ac7 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [newspaper] Honoring the Dead, "El Dia de los Muertos" celebrated throughout the Hispanic World, by Jessica de Leon for The Monitor (1996-10-27) Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [newspaper] Honoring the Dead, "El Dia de los Muertos" celebrated throughout the Hispanic World Subject The topic of the resource Day of the Dead Local Celebration Mexican-American Traditions Description An account of the resource A newspaper article about how different objects have many memories and help people remember their loved ones during Day of the Dead. Creator An entity primarily responsible for making the resource Jessica DeLeon Source A related resource from which the described resource is derived The University of Texas Rio Grande Valley Special Collections and University Archives Publisher An entity responsible for making the resource available The Monitor Date A point or period of time associated with an event in the lifecycle of the resource 1996-10-27 Contributor An entity responsible for making contributions to the resource University of Texas Rio Grande Valley Rights Information about rights held in and over the resource Copyright 1996 The Monitor. All rights reserved. Format The file format, physical medium, or dimensions of the resource TIFF JPEG Language A language of the resource English Identifier An unambiguous reference to the resource within a given context Reference-DiaDeLosMuertos-19961027-003 A Reference-DiaDeLosMuertos-19961027-003 B Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Texas Rio Grande Valley Mexico Bibliographic Citation A bibliographic reference for the resource. Recommended practice is to include sufficient bibliographic detail to identify the resource as unambiguously as possible. Day of the Dead; 'El Dia de los Muertos' celebrated throughout the Hispanic world, 1996. Reference Files, Anthropology Box 2, Folder 1, article on how people remember their loved ones through objects, 1996. University Library, Special Collections & University Archives, Edinburg, Texas. https://omeka.utrgv.edu/files/original/60c2a1c6c71d212ea711dbd812325264.tif 2ba54f5d6d5bf81a008fccd7a047dd14 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] "Remembering loved ones: Day of the Dead ceremony reflects traditional Mexican culture," by Fernando del Valle for The Valley Morning Star (1995-11-03) Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Newspaper clipping 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] Remembering loved ones: Day of the Dead ceremony reflects traditional Mexican culture Subject The topic of the resource Day of the Dead Local Celebration Mexican-American Traditions Description An account of the resource An article about the celebrations and traditions for Day of the Dead. The article describes how people participate and celebrate the traditional holiday. Creator An entity primarily responsible for making the resource Fernando Del Valle 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 Valley Morning Star Date A point or period of time associated with an event in the lifecycle of the resource 1995-11-03 Rights Information about rights held in and over the resource Copyright 1995 Valley Morning Star. All rights reserved. Format The file format, physical medium, or dimensions of the resource TIFF Language A language of the resource English Identifier An unambiguous reference to the resource within a given context Reference-DiaDeLosMuertos-19951103-004 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Texas Rio Grande Valley Mexico Bibliographic Citation A bibliographic reference for the resource. Recommended practice is to include sufficient bibliographic detail to identify the resource as unambiguously as possible. Day of the Dead; Remembering loved ones, 1995. Reference Files, Anthropology Box 2, Folder 1, Brownsville citizens celebrate the Day of the Dead, 1995. University Library, Special Collections & University Archives, Edinburg, Texas. https://omeka.utrgv.edu/files/original/6138b417c7076741f4697d9d68f4a651.tif 665e1703758c0143b11004fa89d62481 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] "The Day of the Dead, Celebrating Death: The living remember their dead with merriment, music, food," by Pamela Coleman for The Monitor (1992-10-30) Description An account of the resource Newspaper features text and images of traditional decorations, an altar, artwork, etc. https://omeka.utrgv.edu/files/original/c5c32112b402a9026188b82d62fecc2b.tif af09713d03a872fbb8ea6e0d82d73dc9 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] "The Day of the Dead, Celebrating Death: The living remember their dead with merriment, music, food," by Pamela Coleman for The Monitor (1992-10-30) Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Newspaper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Celebrating Death Subject The topic of the resource Day of the Dead Local Celebration Mexican-American Traditions Description An account of the resource [newspaper] "The Day of the Dead, Celebrating Death: The living remember their dead with merriment, music, food," by Pamela Coleman for The Monitor (1992-10-30). The article features the variety of ways people honor, celebrate the dead and includes photographs of original works and altars. Creator An entity primarily responsible for making the resource Pamela Coleman Source A related resource from which the described resource is derived The University of Texas Rio Grande Valley Special Collections and Archives Publisher An entity responsible for making the resource available The Monitor Date A point or period of time associated with an event in the lifecycle of the resource 1992-10-30 Format The file format, physical medium, or dimensions of the resource TIFF Language A language of the resource English Identifier An unambiguous reference to the resource within a given context Reference-DiaDeLosMuertos-19921030-001 A Reference-DiaDeLosMuertos-19921030-001 B Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Texas Rio Grande Valley Mexico Bibliographic Citation A bibliographic reference for the resource. Recommended practice is to include sufficient bibliographic detail to identify the resource as unambiguously as possible. Day of the Dead; Celebrating Death , 2009. Reference Files, Anthropology Box 2, Folder 1, newspaper article on celebrating the Day of the Dead, 2009. University Library, Special Collections & University Archives, University of Texas Rio Grande Valley, Edinburg, Texas. https://omeka.utrgv.edu/files/original/a80fbe7b6ea07b6ccd3c62dfac87cbd6.tif f0c3f31f92afe8aeab204ebe7560e596 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 text, [A list of] Traditional items to place on an altar Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Text Any textual data included in the document List of traditional items to place on an altar for Dia de los Muertos 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 Traditional items to place on an altar Subject The topic of the resource Dia de los Muertos, Day of the Dead Local Celebration Mexican-American Traditions Description An account of the resource A guide on different kinds of offerings for a Day of the Dead altar. Source A related resource from which the described resource is derived The University of Texas Rio Grande Valley Special Collections and Archives Date A point or period of time associated with an event in the lifecycle of the resource 2009 Format The file format, physical medium, or dimensions of the resource TIFF Language A language of the resource English Identifier An unambiguous reference to the resource within a given context Reference-DiaDeLosMuertos-2009-009 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Texas Rio Grande Valley Mexico Bibliographic Citation A bibliographic reference for the resource. Recommended practice is to include sufficient bibliographic detail to identify the resource as unambiguously as possible. Day of the Dead; Traditional items to place on an altar, 2009. Reference Files, Anthropology Box 2, Folder 1, Offerings for Day of the Dead altar, 2009. University Library, Special Collections & University Archives, University of Texas Rio Grande Valley, Edinburg, Texas. https://omeka.utrgv.edu/files/original/51f7c77b22d3706285a30f8aaaef73db.tif 9aa793fdfba3d9298e11a32ae75e6eb7 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 Text, "Making your own altar" Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Text Any textual data included in the document Basic steps for making your own Dia de los Muertos altar. 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 Making Your Own Altar Subject The topic of the resource Dia de los Muertos, Day of the Dead Local Celebration Mexican-American Traditions Description An account of the resource A guide on how to make your own altar for the Day of the Dead. Source A related resource from which the described resource is derived 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 2009 Format The file format, physical medium, or dimensions of the resource TIFF Language A language of the resource English Identifier An unambiguous reference to the resource within a given context Reference-DiaDeLosMuertos-2009-008 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Texas Rio Grande Valley Mexico Bibliographic Citation A bibliographic reference for the resource. Recommended practice is to include sufficient bibliographic detail to identify the resource as unambiguously as possible. Day of the Dead; Making your own altar, 2009. Reference Files, Anthropology Box 2, Folder 1, a guide on how to make an altar, 2009. University Library, Special Collections & University Archives, University of Texas Rio Grande Valley, Edinburg, Texas. https://omeka.utrgv.edu/files/original/97ba3d2cb188812674284e64524cd46e.tif 1c416ae43f7ac72e8a2d525fd0d2b00c 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 Text, Dia de los Muertos/Day of the Dead Celebration 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. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Paper Text Any textual data included in the document A summary of the origin of Day of the Dead, Dia de los Muertos 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 Day of the Dead Celebration Subject The topic of the resource Día de los Muertos Celebration Mexican-American Traditions Description An account of the resource A summary of how the Day of Dead originated. Source A related resource from which the described resource is derived 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 2009 Rights Information about rights held in and over the resource Day of the Dead; Summary of Day of the Dead, 2009. Reference Files, Anthropology Box 2, Folder 1, Day of the Dead summary, 2009. University Library, Special Collections & University Archives, University of Texas Rio Grande Valley, Edinburg, Texas. Format The file format, physical medium, or dimensions of the resource TIFF Language A language of the resource English Identifier An unambiguous reference to the resource within a given context Reference-DiaDeLosMuertos-2009-007 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Texas Rio Grande Valley Mexico Bibliographic Citation A bibliographic reference for the resource. Recommended practice is to include sufficient bibliographic detail to identify the resource as unambiguously as possible. Day of the Dead; Summary of Day of the Dead, 2009. Reference Files, Anthropology Box 2, Folder 1, Day of the Dead summary, 2009. University Library, Special Collections & University Archives, University of Texas Rio Grande Valley, Edinburg, Texas. https://omeka.utrgv.edu/files/original/f6c32bd68d675aaa940f3b866f721517.tif fcba8563e6dbfb0245e4bce1ba45a18e 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 A brochure of Day of the Dead photographs, including altars and offerings. Universidad Nacional Autonoma de Mexico in San Antonio 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 Day of the Dead Photograph Brochure Subject The topic of the resource Day of the Dead Local Celebration Mexican-American Traditions Description An account of the resource A brochure of Day of the Dead photographs, including altars and offerings. The brochure was created for the Day of the Dead celebration by a university. Creator An entity primarily responsible for making the resource Universidad Nacional Autonoma de Mexico in San Antonio Source A related resource from which the described resource is derived 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 2000 Format The file format, physical medium, or dimensions of the resource TIFF Language A language of the resource English Identifier An unambiguous reference to the resource within a given context Reference-DiaDeLosMuertos-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 Texas San Antonio, Texas Bibliographic Citation A bibliographic reference for the resource. Recommended practice is to include sufficient bibliographic detail to identify the resource as unambiguously as possible. Day of the Dead; Brochure for Day of the Dead, 2000. Reference Files, Anthropology Box 2, Folder 1, Day of the Dead Brochure, 2000. University Library, Special Collections & University Archives, University of Texas Rio Grande Valley, Edinburg, Texas. https://omeka.utrgv.edu/files/original/de394c71f1a80437e7f4a26d10854884.jpg dc0276ab08230272d9d2f809961ff2e3 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 A special feature to The Monitor newspaper dedicated to the 1999 Hidalgo Texas Borderfest, "Salutes 250 Years of Hidalgo" https://omeka.utrgv.edu/files/original/a34d6a8af3548de4e7e794889743b517.jpg 893bd42fca8ff0d76144f977b7c65c55 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 A special feature to The Monitor newspaper dedicated to the 1999 Hidalgo Texas Borderfest, "BorderFest '99 Celebrates Hidalgo's 250th Birthday" https://omeka.utrgv.edu/files/original/8ac2610d75fbb8bcb7c30aa444a5d69f.jpg 4453f354c030e66db0e82cfd87bee7a3 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 Border Texas of the Year...Charles C. Butt 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 Borderfest '99 Subject The topic of the resource Border Fest Hidalgo, Texas Texas Local Celebration Description An account of the resource A newspaper dedicated to the 1999 Hidalgo Texas Border Fest. Creator An entity primarily responsible for making the resource The Monitor Source A related resource from which the described resource is derived 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 1999-03-03 Rights Information about rights held in and over the resource Copyright 1999. The Monitor. All rights reserved. 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 Reference-BorderFest-19991217-002 A Reference-BorderFest-19991217-002 B Reference-BorderFest-19991217-002 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 Hidalgo, Texas Texas Bibliographic Citation A bibliographic reference for the resource. Recommended practice is to include sufficient bibliographic detail to identify the resource as unambiguously as possible. Border Fest; Border Fest Newspaper, 1999. Reference Files, Anthropology Box 2, Folder 10, Border Fest Newspaper, 1999. University Library, Special Collections & University Archives, University of Texas Rio Grande Valley, Edinburg, Texas. https://omeka.utrgv.edu/files/original/1fefac106db3b603591c3bcefaf981ff.tif 694069554fb3380609f914658b35c46f 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 A pamphlet for the 2013 Hidalgo, Texas, Borderfest featuring the Rio Grande Valley Walk of Fame https://omeka.utrgv.edu/files/original/2370b0c56ec7eafc76f32de5361bcebe.tif e4966d0eef04dffbae0170f628d38fdf 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 A pamphlet for the 2013 Hidalgo, Texas, Borderfest featuring the program of events 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 Borderfest Brochures, The Rio Grande Valley Walk of Fame Subject The topic of the resource Borderfest Hidago, Texas Texas Local Celebration Description An account of the resource A pamphlet for the 2013 Hidalgo Texas Borderfest. Source A related resource from which the described resource is derived 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 2013 Format The file format, physical medium, or dimensions of the resource TIFF Language A language of the resource English Identifier An unambiguous reference to the resource within a given context Reference-BorderFest-2003-001 A Reference-BorderFest-2003-001 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 Hidalgo, Texas Texas Rio Grande Valley Is Part Of A related resource in which the described resource is physically or logically included. https://archives.lib.utrgv.edu/repositories/2/archival_objects/95938 Bibliographic Citation A bibliographic reference for the resource. Recommended practice is to include sufficient bibliographic detail to identify the resource as unambiguously as possible. Border Fest; Border Fest 2003 Pamphlet, 2003. Border Fest, Series 5. Reference Files, ELIBR-0062. The University of Texas Rio Grande Valley, Special Collections and Archives, Edinburg Campus. https://omeka.utrgv.edu/files/original/8c0bb7f1c4a7c3a00ddd9ceff7048de7.tif 365a052a021a10f628fab5047d9e8e58 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 Scanned cover of pre-application for federal assistance featuring the Rio Grande Valley Livestock Show, Inc. logo 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 Economic Development Administration - Rio Grande Valley Livestock Show, Inc. Subject The topic of the resource Livestock Rio Grande Valley Livestock Show Cattle Rodeo Description An account of the resource Cover of pre-application for federal assistance featuring the Rio Grande Valley Livestock Show, Inc. logo Source A related resource from which the described resource is derived 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 2000-08 Contributor An entity responsible for making contributions to the resource University of Texas Rio Grande Valley Relation A related resource <a href="https://archivesspace.lib.utrgv.edu/resources/355#tree::resource_355">Ruben Hinojosa Congressional Papers</a> Format The file format, physical medium, or dimensions of the resource TIFF Language A language of the resource English Identifier An unambiguous reference to the resource within a given context ELIBR0146-200008-001 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Mercedes, Texas Rio Grande Valley Creator An entity primarily responsible for making the resource Rio Grande Valley Livestock Show, Inc. Jim Beale, Executive Director Is Part Of A related resource in which the described resource is physically or logically included. https://archives.lib.utrgv.edu/repositories/2/archival_objects/89920 Bibliographic Citation A bibliographic reference for the resource. Recommended practice is to include sufficient bibliographic detail to identify the resource as unambiguously as possible. Economic Development Administration (EDA) - Rio Grande Valley Livestock Show, Inc., 2000, Container: ELIBR0146, Box: 104, Folder: 3. Rubén Hinojosa Congressional Papers, ELIBR-0146. The University of Texas Rio Grande Valley, Special Collections and Archives, Edinburg Campus. primary source https://omeka.utrgv.edu/files/original/44b2c2f360967eb0f9c22d66fb1cf335.pdf 2c3d17049ecfe51881e2bbd7f1bdc8bb 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 Excerpts from Public Works and Economic Development Facilities Grant - Rio Grande Valley Livestock Show, Inc. (LOS), 2004 Subject The topic of the resource Livestock Rio Grande Valley Livestock Show Cattle Rodeo Description An account of the resource Project description for the Rio Grande Valley Livestock Show, Inc. Excerpt: "The RGVLS, Inc. 10-year development facilities plan calls for the investment of over 4 million dollars in the next 5 years to bring the facilities and its management and marketing infrastructure to 21st Century market standards. The goal of the RGVLS, Inc. is to increase attendance and revenues by 25% over the next five years, creating 1,099 new jobs and injecting $250 million into the local economy over the same 5-year period." Source A related resource from which the described resource is derived 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 2003-04-15 Relation A related resource <a href="https://archivesspace.lib.utrgv.edu/resources/355#tree::resource_355">Ruben Hinojosa Congressional Papers</a> Format The file format, physical medium, or dimensions of the resource TIFF Language A language of the resource English Identifier An unambiguous reference to the resource within a given context ELIBR0146-20030415-001 ELIBR0146-20030415-002 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Mercedes, Texas Rio Grande Valley Is Part Of A related resource in which the described resource is physically or logically included. https://archives.lib.utrgv.edu/repositories/2/archival_objects/90907 Bibliographic Citation A bibliographic reference for the resource. Recommended practice is to include sufficient bibliographic detail to identify the resource as unambiguously as possible. Public Works and Economic Development Facilities Grant - Rio Grande Valley Livestock Show, Inc. (LOS), 2004, Container: ELIBR0146, Box: 115, Folder: 53. Rubén Hinojosa Congressional Papers, ELIBR-0146. The University of Texas Rio Grande Valley, Special Collections and Archives, Edinburg Campus. primary source https://omeka.utrgv.edu/files/original/55bc905e348891d2d6469ba8a70986bd.jpg a69363aa6cac6371b5f046e1e7a36675 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 CPL News, 1982-08, "Mercedes: Home of the Rio Grande Valley Livestock Show" 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 CPL News, 1982-08, "Mercedes: Home of the Rio Grande Valley Livestock Show" Subject The topic of the resource Livestock Rio Grande Valley Livestock Show Cattle Description An account of the resource An article about the Mercedes Livestock show. There were competitions, such as "Cover Girl" and "World's Champion Rodeo." 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 CPL News [magazine] Date A point or period of time associated with an event in the lifecycle of the resource 1982-08 Rights Information about rights held in and over the resource Copyright 1982 CPL News. All rights reserved. Relation A related resource <a href="https://archivesspace.lib.utrgv.edu/resources/118#tree::archival_object_75329" title="CPL News">CPL News</a> 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 ELIBR0150-198208-001 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Mercedes, Texas Bibliographic Citation A bibliographic reference for the resource. Recommended practice is to include sufficient bibliographic detail to identify the resource as unambiguously as possible. The CPL News; article about Mercedes Livestock Show, August, 1982. ELIBR0150, Box 2D, Magazine's article, 1982. University Library, Special Collections & University Archives, University of Texas Rio Grande Valley, Edinburg, Texas. primary source https://omeka.utrgv.edu/files/original/6c01156b9ec71dc40604623244c492d3.pdf 952154edfe58c99650e4466a03512192 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.) 3 Lessons Standards §113.15. Social Studies, Grade 4, Beginning with School Year 2011-2012. (16) Citizenship. The student understands important customs, symbols, and celebrations of Texas. The student is expected to: (C) recite and explain the meaning of the Pledge to the Texas Flag. (D) describe the origins and significance of state celebrations such as Texas Independence Day and Juneteenth. Objectives The student is expected to recite and explain the meaning of the Pledge to the Texas Flag. Materials 1. Texas Flag 2. Pledge lyrics 3. Social Studies Journals 4. Pencils 5. Bag • 18 states and territory written in pieces of papers 6. iPads 7. Computers 8. Document Camera 9. Colors 10. Markers 11. Color Pencils 12. Flag templet 13. Scissors 14. Glue 15. Tape Lesson Plan Text Teacher: Ms. Alejandra Cardenas Date: May 5, 2019 Grade level: 4th Grade Subject: Social Studies - Citizenship Materials: 1. Texas Flag 2. Pledge lyrics 3. Social Studies Journals 4. Pencils 5. Bag • 18 states and territory written in pieces of papers 6. iPads 7. Computers 8. Document Camera 9. Colors 10. Markers 11. Color Pencils 12. Flag templet 13. Scissors 14. Glue 15. Tape TEKS Standards: §113.15. Social Studies, Grade 4, Beginning with School Year 2011-2012. (16) Citizenship. The student understands important customs, symbols, and celebrations of Texas. The student is expected to: (C) recite and explain the meaning of the Pledge to the Texas Flag. Lesson objective(s): • The student is expected to recite and explain the meaning of the Pledge to the Texas Flag. Differentiation strategies to meet diverse learner needs: • Enrichment: Students who need a challenge may work independently when researching what state has a pledge and flag. • Support: The teacher is to assist those students who need help and may monitor the students to make sure they are following directions and are on task. ENGAGEMENT: • The teacher will explain to the students that they will be learning why they Pledge to the Texas Flag. o “Good morning/afternoon class. Today we will be learning WHY we say a Pledge to the Texas Flag.” • Next, the teacher will ask the students questions if they can think of a reason why we say a Pledge to the Texas Flag. o “Why do we say the Texas Pledge every morning, every day?” o “Can anyone think of a reason we say a Pledge to the Texas Flag?” o “Why do you think that?” o “Is there a clue or hint that they give us?” • The teacher will take into consideration the students’ responses. • Based on what the students say the teacher will write them on the board for them to keep in mind throughout the lesson. • Then, the teacher will give a brief explanation to the students the real reason why Texans Pledge to the Texas flag. o The teacher MUST have background knowledge of the reason why we pledge to the Texas Flag to be able to complete this lesson. o Further in the lesson the teacher MUST know the States along with Territories that belong to the United States. • Some questions that the students may ask themselves are: o “Why do we honor the Texas flag?” o “Why does Texas have its own Pledge?” EXPLORATION: • The teacher will tell the students to take out their Social Studies Journals because they will be writing important information. • First, the teacher will give each student a blank flag templet where they are to draw the Texas flag and underneath write the Pledge. (Vandevall, 2019) • Next, students are to cut out their work and paste it on their Social Studies journal. • After students have pasted it into their journals, the teacher will go into detail about the Texas Pledge to the Texas Flag. o The teacher will go over:  Texas Pledge: • “Honor the Texas flag; I pledge allegiance to thee, Texas, one state under God, one and indivisible.”  Texas Flag  Etc. • While the teacher goes over each bullet, the students are to write it down in their journals. • Next, the teacher will address any questions that the students may have. o The teacher may have a whole class discussion to discuss any misunderstanding or to review the material. • Next, the teacher will explain to the students that they will be learning about what other states/territory have a Pledge for their state/territory Flag. • The teacher will have a bag with the different states/territory they will be learning about. 1. Alabama 2. Arkansas 3. Georgia 4. Guam (Territory) 5. Kentucky 6. Louisiana 7. Michigan 8. Mississippi 9. New Mexico 10. North Carolina 11. Ohio 12. Oklahoma 13. Rhode Island 14. South Carolina 15. South Dakota 16. Tennessee 17. Texas (The teacher may exclude this state from the activity or may leave it to see what students can find) 18. Virginia • The teacher will walk around and have students pick a piece of paper. o The papers will contain the States/Territory name that they will be learning about. o Students may work in partners or independently. • The teacher will explain to students that along with States, the United States has territories as well. o For example: Puerto Rico, Guam etc. • Next, students will research the state or territory that they got. • Students are to write down the following information on their Social Studies Journals. o Students will write down the lyrics of the Pledge. o Students will write the year the Pledge was created. o Students will draw the States Flag. o Etc. • The teacher will give students enough time to research their States. • While students are doing their research, the teacher will be walking around to assist students if needed and to make sure students are on task. EXPLANATION: • Once students are done, the teacher will call the students attention and explain to them that they are to share their research to the class. • While each student is presenting, the rest of the students are to write down the information that they present. o Pledge. o Flag. o Year the pledge was created. o Etc. • Once each student is done presenting, they are to tape the flag on the board for all students to see. • After all students are done presenting, the teacher will discuss any information that they want to share and explain any concepts if needed based on what the students have said. ELABORATION: • Vocabulary: o Pledge o Allegiance o Indivisible o Republic o Salute o Loyalty o Symbols • This lesson will help students apply this knowledge acquired from the lesson to their daily lives by understanding the reason why they say the Texas Pledge every day every morning in school. EVALUATION: • Exit ticket: o The teacher will tell the students to take out a sheet of paper. o Next, students are to write three to four sentences explaining what they learned from the lesson. o After students are done writing their sentences, they are to turn it in on the teachers’ desk or give it to the teacher on their way out. Teacher: Ms. Alejandra Cardenas Date: May 5, 2019 Grade level: 4th Grade Subject: Social Studies - Citizenship Materials: 1. Primary Source Land Application Form 2. Social Studies Journals 3. Pencils 4. “History of the Alamo” YouTube video 5. Document Camera 6. Paper TEKS Standards: §113.15. Social Studies, Grade 4, Beginning with School Year 2011-2012. (16) Citizenship. The student understands important customs, symbols, and celebrations of Texas. The student is expected to: (D) describe the origins and significance of state celebrations such as Texas Independence Day and Juneteenth. Lesson objective(s): • The student is expected to describe the origins and significance of the state celebrations such as Texas Independence Day and Juneteenth. Differentiation strategies to meet diverse learner needs: • Enrichment: Students who need a challenge may… • Support: The teacher is to assist those students who need help and may monitor the students to make sure they are following directions and are on task. ENGAGEMENT: • The teacher will ask the students if they know/remember what the Texas Independence Day. o “What can you tell me about Texas Independence Day?” o “What makes Texas Independence Day important?” o “What did we gain?” o “What did we lose?”  The teacher must remember that no answer is the wrong answer. • Based on what the students say, the teacher and students will have a whole class discussion. o The teacher may write down some responses on the board. • Next, the teacher will show the students a YouTube video. • The teacher will tell the students to pay close attention to the lyrics because they are going to be talking about it after the video. • After the video, the teacher will ask the students what they saw and what they understood. o This will lead to a class discussion. • After the discussion, the teacher will play the video one more time but this time the teacher will pause the video to give a brief explanation on what is happening. (the teacher will go into depth later in the lesson.) o For example:  The teacher will pause the video at 0:50 where it says, “They wanted adoption of laws and assimilation.” • The teacher will explain to the students that the President of Mexico at that time, General Antonio Lopez de Santa Ana, was implementing laws that residents from Texas didn’t agree with. • An example that the teacher can give is that one of those laws was to abolish slavery. Texas wanted to keep slaves, but Mexico did not. • Once the teacher is done explaining the video, she/he will tell the students to take out their Social Studies Journal. • Some questions that the students may ask themselves are: o “What is the significance of Texas Independence Day?” o “Why do we celebrate it?” EXPLORATION: • The teacher will then inform and explain to the students the significance of Texas Independence Day. • The students are to write this information in their Social Studies journal. o Information will include:  Conflicts between Texas and Mexico.  The year Texas won its Independence  The residents from Texas at the time of the battle.  The overall significance of Texas Independence Day. • When the teacher reaches the bullet for residents from Texas at the time that Texas won its Independence, the teacher will take out a Land Application form that a resident from Texas had to sign to declare that he, Jose Luis Chirino, was a resident from Texas. • The teacher will use the document camera to project the form onto the board for all students to see. (Chirino, 1838) • The students may explore the form before the teacher explains the history behind it. o The students may work in partners or independently. o Students are to write in their journals what they see and what they notice. • Once students are done, the teacher will read what the document says. EXPLANATION: • Next, the teacher will explain the history behind the form. o Resident Jose Luis Chirino o When it was signed. o Why it was signed. o Etc. • After explaining the history, the teacher will ask the students: o “Based on what we know, what kind of source do you think this is?” o “Remember that it could either be a primary source or secondary source.” o “Why do you think that?” o “How do you know?” • Then, the teacher will explain that the form is in fact a primary source because it is the original copy from 1836. • Next, the teacher will then explain to the students the overall significance of Texas Independence Day. ELABORATION: • Vocabulary: o Independence o Government o Assimilation o Historians o Texas Constitution o Primary Source o Secondary Source o Conflicts o Significance • This lesson will help students understand the history and significance of Texas Independence Day along with being able to identify a primary source from a secondary source. EVALUATION: • After the lesson, the teacher will tell the students that they will be writing a letter to a historical figure that helped Texas declare its independence. o The students may write about how grateful they are for their bravery, what they gained and lost because of this battle and what they hope for the future of Texas. • The teacher will give each student a white blank sheet of paper. • The students will then write a letter to whom ever they choose. • Once students are done writing their letter, they are to take it home to add coffee stains to the paper along with fire to burn the edges of the paper. o This is to make the paper look antique. (Like the artifact they discussed in class). • The students are to bring their letter back the next day with the coffee stains/burn marks to give to the teacher. Teacher: Ms. Alejandra Cardenas Date: May 5, 2019 Grade level: 4th Grade Subject: Social Studies - Citizenship Materials: 1. “What is Juneteenth? Watch a Juneteenth for Kids Cartoon (Fun Facts about Juneteenth)” YouTube video 2. Document Camera 3. Social Studies Journals 4. Pencils 5. iPads 6. Computers 7. Quiz 8. Tape TEKS Standards: §113.15. Social Studies, Grade 4, Beginning with School Year 2011-2012. (16) Citizenship. The student understands important customs, symbols, and celebrations of Texas. The student is expected to: (D) describe the origins and significance of state celebrations such as Texas Independence Day and Juneteenth. Lesson objective(s): • The student is expected to describe the origins and significance of the state celebrations such as Texas Independence Day and Juneteenth. Differentiation strategies to meet diverse learner needs: • Enrichment: Students who need a challenge may complete the quiz independently. • Support: The teacher is to assist those students who need help and may monitor the students to make sure they are following directions and are on task. ENGAGEMENT: • The teacher will ask the students if they know what Juneteenth is. o “Good morning/afternoon, class! Does anybody know what Juneteenth is?” • If the students do not know what Juneteenth is, the teacher will ask questions to see what the students can come up with or what they think it is. o “What do you think Juneteenth is?” o “What comes to mind when you hear the word Juneteenth?” o “Could it be a celebration?” o “When do you think Juneteenth is celebrated?” • If the students do know what Juneteenth is the teacher may write down some responses on the board so the students can keep it in mind throughout the lesson. • Next, the teacher will give a brief explanation of what Juneteenth is and how its celebrated in the Rio Grande Valley. • After the teacher has explained, she/he will show the students a YouTube video about Juneteenth. • The teacher will tell the students to pay close attention to the video because the teacher will be asking questions. • After the video, the teacher will ask the students what they learned from the video. o This will lead to a class discussion. • After the discussion, the teacher will go into depth of how Juneteenth came to be and the significance behind it. o What Juneteenth is. o When Juneteenth is. o Who celebrates Juneteenth. o Whys it’s a state holiday. o Etc. • The teacher will write down and project important information onto the document camera while the students take notes on their Social Studies journals. • Some questions that the students may ask themselves are: o “How is Juneteenth celebrated?” o “Why did Juneteenth become a state holiday?” EXPLORATION: • Next, the teacher will tell the students that they will be researching what the community does to celebrate Juneteenth. o Students may research what cities of the Rio Grande Valley do to celebrate Juneteenth.  Some cities may be: • Edinburg • McAllen • Sharyland • Mercedes • Etc. o The teacher will make sure no city is repeated. • The teacher will group the students into groups of four. o Each student will have a task.  In each group there will be an: • Investigator: a student who will surf the web. • Writer: a student who will write down important information. • Presenter: a student who will present their research to the class. • Reflector: a student who will write down what they learned as a group about the research that they did. o The students are to write down their information in their Social Studies journals. • While the students are conducting their research, the teacher will be walking around to see if students need help and to make sure students are on task and following directions. EXPLANATION: • Once students are done with their research, they are to present their findings and share them to the class. • After students are done presenting, the teacher will ask the students which celebration they would like to attend. • IF POSSIBLE, the teacher will have a field trip with the students where a celebration of Juneteenth is held so the students can participate and learn first-hand the history behind Juneteenth. ELABORATION: • The teacher will ask the students to take out their finished letter from the previous day and place it in the homework bin or desk. • The teacher will tape and hang it on the wall for all students to see. • If desired, at the end of the lesson, the teacher may have a few students read their letter to the class. • Vocabulary o June o Texas o Abraham Lincoln o Emancipation Proclamation o Emancipation o Plantations o Freedom o Slavery o Rights o Enforce o Liberty • This lesson will help students understand the importance of Juneteenth and what its community does to celebrate this state holiday. EVALUATION: • The teacher will explain to the students that they will be taking a quiz covering what they learned throughout the lessons. • The questions from the quiz are as follows: 1. Which of the following lyrics are found in the Texas Pledge? a. “…and with confidence in her future under the guidance of Almighty God.” b. “…confident that justice shall prevail for all of those abiding here.” c. “…one state under God, one and indivisible.” d. “…where equal opportunity and justice to all is our ideal.” 2. How long did the Battle of the Alamo last? a. 14 days b. 3 days c. 10 days d. 13 days 3. Give an example of a secondary source. 4. How many Stars are on the Texas Flag? a. 50 Stars b. 1 Star c. 13 Stars d. 52 Stars 5. List some conflicts between Texas and Mexico. 6. Which of the following is an example of a primary source? a. Archives b. Encyclopedias c. Bibliographies d. Magazines 7. What do you think would happen if Texas never won its Independence? 8. When is Juneteenth celebrated? a. June 16th b. June 19th c. July 16th d. July 19th 9. When did Texas win its Independence a. July 4, 1821 b. January 1, 1836 c. April 21, 1836 d. December 29, 1845 10. Why do we celebrate Juneteenth? Teacher Answer Key 1. C 2. D 3. Articles AFTER the event, bibliographies, encyclopedias 4. B 5. Texas wanted to keep slaves, but Mexico didn’t. Texans did not like the laws that General Santa Anna was making. Etc. 6. A 7. Any answer is correct. 8. B 9. C 10. To celebrate the ending of slavery. The enslaved were now free. • The teacher will give out a quiz to each student. • If needed, the teacher may read the question and answer ONLY to the students. • Once the students have finished with their quiz, they are to raise their hands to let the teacher know they are done. • The teacher will pick up the quizzes to grade them. o IF DESIRED, if there are no more tests out, the teacher may go over each question verbally. • After the teacher, has picked up the test, the students are to discuss with the teacher what is it they learned from the lesson. o As a class they can discuss what they liked, what they didn’t like, what they thought was interesting, etc. 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 Texas Citizenship Lesson Plans Subject The topic of the resource Citizenship Texas Citizenship Juneteenth Slavery Emancipation Texas Independence Description An account of the resource For this Social Studies lesson, I decided to focus on the history of Texas and two of its significant celebrations. Throughout these three lesson plans, students will learn the purpose behind the Texas Pledge, the significance of Texas Independence Day, and the reason why Juneteenth became a state holiday. In addition, necessary information is included so students fully understand the meaning behind these celebrations that contribute to Texas history. During these lessons, plenty of writing opportunities were incorporated, along with verbal discussions, that will help the students improve their writing and oral skills. These tasks will help the students share their knowledge and serve as preparation for future tests, such as the STAAR. Lastly, a project was included that will allow students to be creative while demonstrating their understanding of the objectives, which will also be determined in their final assessment. Creator An entity primarily responsible for making the resource Alejandra Cardenas Source A related resource from which the described resource is derived UTRGV College of Education Contributor An entity responsible for making contributions to the resource The University of Texas Rio Grande Valley UTRGV College of Education Stephanie Anckle Rights Information about rights held in and over the resource Cardenas, Alejandra. (2019). Texas Citizenship Lesson Plans. Retrieved from https://rgvprimarysourceguides.omeka.net/items/show/51 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 Lesson Plan Identifier An unambiguous reference to the resource within a given context LessonPlan-TexasCitizenship-Cardenas 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/1a6015b7ed4de0512c332ce2589b034c.png 47d7f8588e38281f048e7ca69661e6ad 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 Rubric for Texas Citizenship Lesson Creator An entity primarily responsible for making the resource Alejandra Cardenas Source A related resource from which the described resource is derived UTRGV College of Education 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 PNG Language A language of the resource English Identifier An unambiguous reference to the resource within a given context Rubric-TexasCitizenship-Cardenas Subject The topic of the resource Citizenship Texas Citizenship Juneteenth Slavery Emancipation Texas Independence Description An account of the resource Accompanying Rubric to Texas Citizenship Lesson Plans Relation A related resource <a href="https://rgvprimarysourceguides.omeka.net/items/show/51">Texas Citizenship Lesson Plans</a> by Alejandra Cardenas primary source https://omeka.utrgv.edu/files/original/d8c16a8efe038d0ba7e26dc041db6af4.png a521c45119df606a0b06c3333014bf17 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 Rubric for Mercedes Livestock Show Lesson Subject The topic of the resource Livestock Show Rodeo Cattle Show Mercedes, Texas Creator An entity primarily responsible for making the resource Alejandra Cardenas Karen Rodríguez Source A related resource from which the described resource is derived UTRGV College of Education Publisher An entity responsible for making the resource available The University of Texas Rio Grande Valley UTRGV College of Education Stephanie Anckle Language A language of the resource English Identifier An unambiguous reference to the resource within a given context Rubric-MercedesLivestockShow-CardenasRodriguez Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Mercedes, Texas Relation A related resource <a href="https://rgvprimarysourceguides.omeka.net/items/browse?advanced%5B0%5D%5Belement_id%5D=50&amp;advanced%5B0%5D%5Btype%5D=is+exactly&amp;advanced%5B0%5D%5Bterms%5D=Mercedes+Livestock+Show+%26+Rodeo+Lesson+Plans">Mercedes Livestock Show &amp; Rodeo Lesson Plans</a> primary source https://omeka.utrgv.edu/files/original/61e2b425c53c5ea3ca38ae9bbec48127.pdf d09402e332f30d9b0051718ad375d3ce 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.) 3 days Standards §113.15. Social Studies, Grade 4, Beginning with School Year 2011-2012. (16) Citizenship. The student understands important customs, symbols, and celebrations of Texas. The student is expected to: (D) describe the origins and significance of state celebrations such as Texas Independence Day and Juneteenth. Objectives The student is expected to describe the origins and significance of the state celebrations such as Texas Independence Day and Juneteenth. Materials 1. “What is Juneteenth? Watch a Juneteenth for Kids Cartoon (Fun Facts about Juneteenth)” YouTube video 2. Document Camera 3. Social Studies Journals 4. Pencils 5. iPads 6. Computers 7. Quiz 8. Tape Lesson Plan Text Teacher: Ms. Alejandra Cardenas Date: May 5, 2019 Grade level: 4th Grade Subject: Social Studies - Citizenship Materials: 1. Texas Flag 2. Pledge lyrics 3. Social Studies Journals 4. Pencils 5. Bag • 18 states and territory written in pieces of papers 6. iPads 7. Computers 8. Document Camera 9. Colors 10. Markers 11. Color Pencils 12. Flag templet 13. Scissors 14. Glue 15. Tape TEKS Standards: §113.15. Social Studies, Grade 4, Beginning with School Year 2011-2012. (16) Citizenship. The student understands important customs, symbols, and celebrations of Texas. The student is expected to: (C) recite and explain the meaning of the Pledge to the Texas Flag. Lesson objective(s): • The student is expected to recite and explain the meaning of the Pledge to the Texas Flag. Differentiation strategies to meet diverse learner needs: • Enrichment: Students who need a challenge may work independently when researching what state has a pledge and flag. • Support: The teacher is to assist those students who need help and may monitor the students to make sure they are following directions and are on task. ENGAGEMENT: • The teacher will explain to the students that they will be learning why they Pledge to the Texas Flag. o “Good morning/afternoon class. Today we will be learning WHY we say a Pledge to the Texas Flag.” • Next, the teacher will ask the students questions if they can think of a reason why we say a Pledge to the Texas Flag. o “Why do we say the Texas Pledge every morning, every day?” o “Can anyone think of a reason we say a Pledge to the Texas Flag?” o “Why do you think that?” o “Is there a clue or hint that they give us?” • The teacher will take into consideration the students’ responses. • Based on what the students say the teacher will write them on the board for them to keep in mind throughout the lesson. • Then, the teacher will give a brief explanation to the students the real reason why Texans Pledge to the Texas flag. o The teacher MUST have background knowledge of the reason why we pledge to the Texas Flag to be able to complete this lesson. o Further in the lesson the teacher MUST know the States along with Territories that belong to the United States. • Some questions that the students may ask themselves are: o “Why do we honor the Texas flag?” o “Why does Texas have its own Pledge?” EXPLORATION: • The teacher will tell the students to take out their Social Studies Journals because they will be writing important information. • First, the teacher will give each student a blank flag templet where they are to draw the Texas flag and underneath write the Pledge. (Vandevall, 2019) • Next, students are to cut out their work and paste it on their Social Studies journal. • After students have pasted it into their journals, the teacher will go into detail about the Texas Pledge to the Texas Flag. o The teacher will go over:  Texas Pledge: • “Honor the Texas flag; I pledge allegiance to thee, Texas, one state under God, one and indivisible.”  Texas Flag  Etc. • While the teacher goes over each bullet, the students are to write it down in their journals. • Next, the teacher will address any questions that the students may have. o The teacher may have a whole class discussion to discuss any misunderstanding or to review the material. • Next, the teacher will explain to the students that they will be learning about what other states/territory have a Pledge for their state/territory Flag. • The teacher will have a bag with the different states/territory they will be learning about. 1. Alabama 2. Arkansas 3. Georgia 4. Guam (Territory) 5. Kentucky 6. Louisiana 7. Michigan 8. Mississippi 9. New Mexico 10. North Carolina 11. Ohio 12. Oklahoma 13. Rhode Island 14. South Carolina 15. South Dakota 16. Tennessee 17. Texas (The teacher may exclude this state from the activity or may leave it to see what students can find) 18. Virginia • The teacher will walk around and have students pick a piece of paper. o The papers will contain the States/Territory name that they will be learning about. o Students may work in partners or independently. • The teacher will explain to students that along with States, the United States has territories as well. o For example: Puerto Rico, Guam etc. • Next, students will research the state or territory that they got. • Students are to write down the following information on their Social Studies Journals. o Students will write down the lyrics of the Pledge. o Students will write the year the Pledge was created. o Students will draw the States Flag. o Etc. • The teacher will give students enough time to research their States. • While students are doing their research, the teacher will be walking around to assist students if needed and to make sure students are on task. EXPLANATION: • Once students are done, the teacher will call the students attention and explain to them that they are to share their research to the class. • While each student is presenting, the rest of the students are to write down the information that they present. o Pledge. o Flag. o Year the pledge was created. o Etc. • Once each student is done presenting, they are to tape the flag on the board for all students to see. • After all students are done presenting, the teacher will discuss any information that they want to share and explain any concepts if needed based on what the students have said. ELABORATION: • Vocabulary: o Pledge o Allegiance o Indivisible o Republic o Salute o Loyalty o Symbols • This lesson will help students apply this knowledge acquired from the lesson to their daily lives by understanding the reason why they say the Texas Pledge every day every morning in school. EVALUATION: • Exit ticket: o The teacher will tell the students to take out a sheet of paper. o Next, students are to write three to four sentences explaining what they learned from the lesson. o After students are done writing their sentences, they are to turn it in on the teachers’ desk or give it to the teacher on their way out. Teacher: Ms. Alejandra Cardenas Date: May 5, 2019 Grade level: 4th Grade Subject: Social Studies - Citizenship Materials: 1. Primary Source Land Application Form 2. Social Studies Journals 3. Pencils 4. “History of the Alamo” YouTube video 5. Document Camera 6. Paper TEKS Standards: §113.15. Social Studies, Grade 4, Beginning with School Year 2011-2012. (16) Citizenship. The student understands important customs, symbols, and celebrations of Texas. The student is expected to: (D) describe the origins and significance of state celebrations such as Texas Independence Day and Juneteenth. Lesson objective(s): • The student is expected to describe the origins and significance of the state celebrations such as Texas Independence Day and Juneteenth. Differentiation strategies to meet diverse learner needs: • Enrichment: Students who need a challenge may… • Support: The teacher is to assist those students who need help and may monitor the students to make sure they are following directions and are on task. ENGAGEMENT: • The teacher will ask the students if they know/remember what the Texas Independence Day. o “What can you tell me about Texas Independence Day?” o “What makes Texas Independence Day important?” o “What did we gain?” o “What did we lose?”  The teacher must remember that no answer is the wrong answer. • Based on what the students say, the teacher and students will have a whole class discussion. o The teacher may write down some responses on the board. • Next, the teacher will show the students a YouTube video. • The teacher will tell the students to pay close attention to the lyrics because they are going to be talking about it after the video. • After the video, the teacher will ask the students what they saw and what they understood. o This will lead to a class discussion. • After the discussion, the teacher will play the video one more time but this time the teacher will pause the video to give a brief explanation on what is happening. (the teacher will go into depth later in the lesson.) o For example:  The teacher will pause the video at 0:50 where it says, “They wanted adoption of laws and assimilation.” • The teacher will explain to the students that the President of Mexico at that time, General Antonio Lopez de Santa Ana, was implementing laws that residents from Texas didn’t agree with. • An example that the teacher can give is that one of those laws was to abolish slavery. Texas wanted to keep slaves, but Mexico did not. • Once the teacher is done explaining the video, she/he will tell the students to take out their Social Studies Journal. • Some questions that the students may ask themselves are: o “What is the significance of Texas Independence Day?” o “Why do we celebrate it?” EXPLORATION: • The teacher will then inform and explain to the students the significance of Texas Independence Day. • The students are to write this information in their Social Studies journal. o Information will include:  Conflicts between Texas and Mexico.  The year Texas won its Independence  The residents from Texas at the time of the battle.  The overall significance of Texas Independence Day. • When the teacher reaches the bullet for residents from Texas at the time that Texas won its Independence, the teacher will take out a Land Application form that a resident from Texas had to sign to declare that he, Jose Luis Chirino, was a resident from Texas. • The teacher will use the document camera to project the form onto the board for all students to see. (Chirino, 1838) • The students may explore the form before the teacher explains the history behind it. o The students may work in partners or independently. o Students are to write in their journals what they see and what they notice. • Once students are done, the teacher will read what the document says. EXPLANATION: • Next, the teacher will explain the history behind the form. o Resident Jose Luis Chirino o When it was signed. o Why it was signed. o Etc. • After explaining the history, the teacher will ask the students: o “Based on what we know, what kind of source do you think this is?” o “Remember that it could either be a primary source or secondary source.” o “Why do you think that?” o “How do you know?” • Then, the teacher will explain that the form is in fact a primary source because it is the original copy from 1836. • Next, the teacher will then explain to the students the overall significance of Texas Independence Day. ELABORATION: • Vocabulary: o Independence o Government o Assimilation o Historians o Texas Constitution o Primary Source o Secondary Source o Conflicts o Significance • This lesson will help students understand the history and significance of Texas Independence Day along with being able to identify a primary source from a secondary source. EVALUATION: • After the lesson, the teacher will tell the students that they will be writing a letter to a historical figure that helped Texas declare its independence. o The students may write about how grateful they are for their bravery, what they gained and lost because of this battle and what they hope for the future of Texas. • The teacher will give each student a white blank sheet of paper. • The students will then write a letter to whom ever they choose. • Once students are done writing their letter, they are to take it home to add coffee stains to the paper along with fire to burn the edges of the paper. o This is to make the paper look antique. (Like the artifact they discussed in class). • The students are to bring their letter back the next day with the coffee stains/burn marks to give to the teacher. Teacher: Ms. Alejandra Cardenas Date: May 5, 2019 Grade level: 4th Grade Subject: Social Studies - Citizenship Materials: 1. “What is Juneteenth? Watch a Juneteenth for Kids Cartoon (Fun Facts about Juneteenth)” YouTube video 2. Document Camera 3. Social Studies Journals 4. Pencils 5. iPads 6. Computers 7. Quiz 8. Tape TEKS Standards: §113.15. Social Studies, Grade 4, Beginning with School Year 2011-2012. (16) Citizenship. The student understands important customs, symbols, and celebrations of Texas. The student is expected to: (D) describe the origins and significance of state celebrations such as Texas Independence Day and Juneteenth. Lesson objective(s): • The student is expected to describe the origins and significance of the state celebrations such as Texas Independence Day and Juneteenth. Differentiation strategies to meet diverse learner needs: • Enrichment: Students who need a challenge may complete the quiz independently. • Support: The teacher is to assist those students who need help and may monitor the students to make sure they are following directions and are on task. ENGAGEMENT: • The teacher will ask the students if they know what Juneteenth is. o “Good morning/afternoon, class! Does anybody know what Juneteenth is?” • If the students do not know what Juneteenth is, the teacher will ask questions to see what the students can come up with or what they think it is. o “What do you think Juneteenth is?” o “What comes to mind when you hear the word Juneteenth?” o “Could it be a celebration?” o “When do you think Juneteenth is celebrated?” • If the students do know what Juneteenth is the teacher may write down some responses on the board so the students can keep it in mind throughout the lesson. • Next, the teacher will give a brief explanation of what Juneteenth is and how its celebrated in the Rio Grande Valley. • After the teacher has explained, she/he will show the students a YouTube video about Juneteenth. • The teacher will tell the students to pay close attention to the video because the teacher will be asking questions. • After the video, the teacher will ask the students what they learned from the video. o This will lead to a class discussion. • After the discussion, the teacher will go into depth of how Juneteenth came to be and the significance behind it. o What Juneteenth is. o When Juneteenth is. o Who celebrates Juneteenth. o Whys it’s a state holiday. o Etc. • The teacher will write down and project important information onto the document camera while the students take notes on their Social Studies journals. • Some questions that the students may ask themselves are: o “How is Juneteenth celebrated?” o “Why did Juneteenth become a state holiday?” EXPLORATION: • Next, the teacher will tell the students that they will be researching what the community does to celebrate Juneteenth. o Students may research what cities of the Rio Grande Valley do to celebrate Juneteenth.  Some cities may be: • Edinburg • McAllen • Sharyland • Mercedes • Etc. o The teacher will make sure no city is repeated. • The teacher will group the students into groups of four. o Each student will have a task.  In each group there will be an: • Investigator: a student who will surf the web. • Writer: a student who will write down important information. • Presenter: a student who will present their research to the class. • Reflector: a student who will write down what they learned as a group about the research that they did. o The students are to write down their information in their Social Studies journals. • While the students are conducting their research, the teacher will be walking around to see if students need help and to make sure students are on task and following directions. EXPLANATION: • Once students are done with their research, they are to present their findings and share them to the class. • After students are done presenting, the teacher will ask the students which celebration they would like to attend. • IF POSSIBLE, the teacher will have a field trip with the students where a celebration of Juneteenth is held so the students can participate and learn first-hand the history behind Juneteenth. ELABORATION: • The teacher will ask the students to take out their finished letter from the previous day and place it in the homework bin or desk. • The teacher will tape and hang it on the wall for all students to see. • If desired, at the end of the lesson, the teacher may have a few students read their letter to the class. • Vocabulary o June o Texas o Abraham Lincoln o Emancipation Proclamation o Emancipation o Plantations o Freedom o Slavery o Rights o Enforce o Liberty • This lesson will help students understand the importance of Juneteenth and what its community does to celebrate this state holiday. EVALUATION: • The teacher will explain to the students that they will be taking a quiz covering what they learned throughout the lessons. • The questions from the quiz are as follows: 1. Which of the following lyrics are found in the Texas Pledge? a. “…and with confidence in her future under the guidance of Almighty God.” b. “…confident that justice shall prevail for all of those abiding here.” c. “…one state under God, one and indivisible.” d. “…where equal opportunity and justice to all is our ideal.” 2. How long did the Battle of the Alamo last? a. 14 days b. 3 days c. 10 days d. 13 days 3. Give an example of a secondary source. 4. How many Stars are on the Texas Flag? a. 50 Stars b. 1 Star c. 13 Stars d. 52 Stars 5. List some conflicts between Texas and Mexico. 6. Which of the following is an example of a primary source? a. Archives b. Encyclopedias c. Bibliographies d. Magazines 7. What do you think would happen if Texas never won its Independence? 8. When is Juneteenth celebrated? a. June 16th b. June 19th c. July 16th d. July 19th 9. When did Texas win its Independence a. July 4, 1821 b. January 1, 1836 c. April 21, 1836 d. December 29, 1845 10. Why do we celebrate Juneteenth? Teacher Answer Key 1. C 2. D 3. Articles AFTER the event, bibliographies, encyclopedias 4. B 5. Texas wanted to keep slaves, but Mexico didn’t. Texans did not like the laws that General Santa Anna was making. Etc. 6. A 7. Any answer is correct. 8. B 9. C 10. To celebrate the ending of slavery. The enslaved were now free. • The teacher will give out a quiz to each student. • If needed, the teacher may read the question and answer ONLY to the students. • Once the students have finished with their quiz, they are to raise their hands to let the teacher know they are done. • The teacher will pick up the quizzes to grade them. o IF DESIRED, if there are no more tests out, the teacher may go over each question verbally. • After the teacher, has picked up the test, the students are to discuss with the teacher what is it they learned from the lesson. o As a class they can discuss what they liked, what they didn’t like, what they thought was interesting, etc. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Mercedes Livestock Show & Rodeo Lesson Plans Subject The topic of the resource Livestock Show Rodeo Mercedes, Texas Cattle Show Description An account of the resource During these five lessons, the students learned a small portion of what the Rio Grande Valleys culture consists of through the Mercedes Livestock Show and Rodeo. In the first lesson we informed the students about the jobs that are in our community as well as in the livestock show. We must educate our students of the importance of those people and the jobs they do. On Tuesday, the students were able to see what it was like to be a cowboy for a day. They learned new vocabulary words referring to cowboys and their clothing. On Wednesday it went more in dept on the marking/brandings of the cattle. We opened our lesson by talking about the Rio Grande Valleys history and telling the students that back in the day ranchers used these markings to distinguish which cattle belonged to Texas and what cattle belonged to Mexico. On Thursday we wanted to have a designated day for the activities that are in the Livestock Show and Rodeo. The Livestock Show and Rodeo includes a carnival, plenty of food such as turkey legs, barbecue, funnel cake and has a petting area for kids to touch the animals. Lastly, on Friday we decided it was going to be a review and assess day for the students. We wanted the students to review everything from the previous days by using the game jeopardy which is very fun to play for students and it involves team work in action. Creator An entity primarily responsible for making the resource Alejandra Cardenas Karen Rodríguez Source A related resource from which the described resource is derived UTRGV College of Education Contributor An entity responsible for making contributions to the resource The University of Texas Rio Grande Valley UTRGV College of Education Stephanie Anckle Rights Information about rights held in and over the resource Cardenas, Alejandra & Rodríguez, Karen. (2019). Mercedes Livestock Show & Rodeo Lesson Plans. Retrieved from https://rgvprimarysourceguides.omeka.net/items/show/48 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 Lesson PLan Identifier An unambiguous reference to the resource within a given context LessonPlan-MercedesLivestockShow-CardenasRodriguez Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Mercedes, Texas primary source https://omeka.utrgv.edu/files/original/b618b6dbbdd7c89c82aa771535fc5595.pdf 0b4bdf357fa70d85762c2e936f785b3b Lesson Plan A resource that gives a detailed description of a course of instruction. Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 5 Days Standards §113.12. Social Studies, Grade 1, Beginning with School Year 2011-2012. (2) History. The student understands how historical figures, patriots, and good citizens helped shape the community, state, and nation. The student is expected to: (A) identify contributions of historical figures, including Sam Houston, George Washington, Abraham Lincoln, and Martin Luther King Jr., who have influenced the community, state, and nation; (B) identify historical figures such as Alexander Graham Bell, Thomas Edison, Garrett Morgan, and Richard Allen, and other individuals who have exhibited individualism and inventiveness. Objectives 1. The student will identify the importance of the Battle of Iwo Jima. 2. The student will understand the importance of having freedom. Materials ● YouTube video- https://www.youtube.com/watch?v=T_iD4WN1aUU ● Powerpoint on monuments ● Colors/markers ● Construction paper ● Glue ● Scissors Lesson Plan Text Subject / grade level: Social Studies, 1st and 2nd Grade Materials: 1. YouTube video https://m.youtube.com/watch?v=HUqy-OQvVtI&t=114s 2. Simulations materials 3. Colors/ markers 4. Paper 5. Construction paper 6. PowerPoint on Battle of Iwo Jima 7. Coloring pages of US Marines NC SCOS Essential Standards and Clarifying Objectives §113.12. Social Studies, Grade 1, Beginning with School Year 2011-2012. (2) History. The student understands how historical figures, patriots, and good citizens helped shape the community, state, and nation. The student is expected to: (A) identify contributions of historical figures, including Sam Houston, George Washington, Abraham Lincoln, and Martin Luther King Jr., who have influenced the community, state, and nation; (B) identify historical figures such as Alexander Graham Bell, Thomas Edison, Garrett Morgan, and Richard Allen, and other individuals who have exhibited individualism and inventiveness; Lesson objective(s): 1. The student will identify the importance of the Battle of Iwo Jima. 2. The student will understand the importance of having freedom Differentiation strategies to meet diverse learner needs: SPED/ELL/Specific Learning Disabilities- The use of images, videos, and vocabulary words posted will be used to help students understand the lesson. As well as the use of verbal gestures and group work. The teacher will be monitoring and supporting students. ENGAGEMENT ● The teacher will create a discussion on what the students know about the WWII. ● Questions the teacher will ask? ○ Has anyone heard of WWII? ○ Do you know how it began? ○ Who can tell me about the Battle of Iwo Jima ● After the discussions they will watch a video of WWII https://m.youtube.com/watch?v=HUqy-OQvVtI&t=114s EXPLORATION ● Students will be doing simulations, where they will be given different cards. With names of US Marines, duties, etc. The teacher will group students in groups of four, then she will give them an assign US Marine, with different situations. ● As a group they will write who their soldier was and what happened in the situations given and draw a picture of the US Marine. ● After that the students will do a brief presentation about their information. ● The teacher may go around asking the students about the person they were given to make sure they are on task and know what to do. EXPLANATION ● After they finish the activity of the simulations the students will be presented with vocabulary words and a brief explanation on the battle of Iwo Jima. A map of the location of Iwo Jima would be shown. The information would be display by a PowerPoint in the projector. When doing this the students will be writing important info and vocabulary on a trifold. ● Questions: ○ What was the importance of Iwo Jima in WWII? ○ What are the geographic features of Iwo Jima? ○ What is the importance of raising the United States flag? ELABORATION ● The students will do an activity in the vocabulary learned. They will have index cards one containing the vocabulary words and others containing the definitions. The teacher will group students with vocabulary words and others with the definitions. Then the students will need to find their words and definitions. ● Vocabulary words: ○ Freedom ○ War ○ Peace ○ Battle ○ United States ○ Iwo Jima ○ Marines EVALUATION ● At the end of the lesson students will color a us marine coloring page. In the same page the students will write something they learn or what they found interesting about the lesson. ● The teacher will display on bulletin board the color images. Lesson 2: Monuments Subject / grade level: Social Studies, 1st and 2nd Grade Materials: ● YouTube video- https://www.youtube.com/watch?v=T_iD4WN1aUU ● Powerpoint on monuments ● Colors/markers ● Construction paper ● Glue ● Scissors ● Drawings of Iwo Jima ● Instructions on Monument Museum ● Different monuments and descriptions for the Monument Museum ● Templates on speech for the Monument Museum ● Invitations for Monument Museum NC SCOS Essential Standards and Clarifying Objectives §113.13. Social Studies, Grade 2, Beginning with School Year 2011-2012. (1) History. The student understands the historical significance of landmarks and celebrations in the community, state, and nation. The student is expected to: (A) explain the significance of various community, state, and national celebrations such as Veterans Day, Memorial Day, Independence Day, and Thanksgiving; and (B) identify and explain the significance of various community, state, and national landmarks such as monuments and government buildings. Lesson objective(s): 1. The student will recognize the importance of monuments 2. The student will locate monuments of Iwo Jima 3. The student will apply what they learn about monuments by becoming one Differentiation strategies to meet diverse learner needs: SPED/ELL/Specific Learning Disabilities- The use of images, videos, and vocabulary words posted will be used to help students understand the lesson. As well as the use of verbal gestures and group work. The teacher will be monitoring and supporting students. ENGAGEMENT ● The teacher will activate prior knowledge by asking students what they know about monuments. ○ Questions to ask: ■ Do you know what are monuments? ■ Have you seen one? ■ What is the importance of monuments? ● If students don't have prior knowledge on monuments, the teacher will briefly explain what they are and show a video: https://www.youtube.com/watch?v=T_iD4WN1aUU EXPLORATION ● The students will create a craft or color a coloring page of a monument of their choice (Monument of Iwo Jima, Bald Eagle, Flag, Statue of Liberty, etc.) ● The teacher will provide models so students can guide themselves. ○ the teacher will be monitoring and letting the students know what monuments they are doing and their locations. EXPLANATION ● Once they are done the teacher would do a brief explanation about monuments using a powerpoint presentation. The teacher will review several monuments but concentrating specifically on the monuments of Iwo Jima located in Washington, Virginia, and Harlingen, TX. The students will create a trifold foldable that will contain in one side the monument in Washington, in the middle the one in Harlingen and the last one will have the one in Virginia. They will write info about them and why they have it. ● Questions: ○ Why do you think people build monuments? ○ Are there any differences on the three monuments of the Iwo Jima? ELABORATION ● The students will be give a drawing on the monument of Iwo Jima, that they will color, cut and paste on the top half of the construction paper. Then at the bottom part they will write what they learned about the monument and why was it important. ● Their work will be displayed on the bulletin board. EVALUATION ● To evaluate the students they will have a take home assignment that will be done with the collaboration of parents. ● It will be a Monument Museum, were the teacher will give the students a different monument or US symbol. Then they have to do a small speech by answering this questions: Where is it located, the region, What they represent, what is known for, and an interesting fact. The teacher will provide a description of each monument given. The parents will be given instructions on the project and they will need to create a costume or drawing on the selected monument. ● Presentations on this Monument Museum will be done at the end of the week. We will invite parents to this activity. Where the students will be the monuments and will be standing until the audience press a button that they will have to begin talking about the monument. Lesson 3: Who is Harlon Block? Subject / grade level: Social Studies, 1st and 2nd Grade Materials: ● Video Together we make football https://www.youtube.com/watch?v=DZtWuoGas_g ● Biography of Harlon Block ● Poster paper/construction paper ● Colors/Markers ● Pictures of Harlon Block ● scissors ● glue ● pencil NC SCOS Essential Standards and Clarifying Objectives §113.12. Social Studies, Grade 1, Beginning with School Year 2011-2012. (2) History. The student understands how historical figures, patriots, and good citizens helped shape the community, state, and nation. The student is expected to: (A) identify contributions of historical figures, including Sam Houston, George Washington, Abraham Lincoln, and Martin Luther King Jr., who have influenced the community, state, and nation; (B) identify historical figures such as Alexander Graham Bell, Thomas Edison, Garrett Morgan, and Richard Allen, and other individuals who have exhibited individualism and inventiveness; §113.13. Social Studies, Grade 2, Beginning with School Year 2011-2012. (1) History. The student understands the historical significance of landmarks and celebrations in the community, state, and nation. The student is expected to: (A) explain the significance of various community, state, and national celebrations such as Veterans Day, Memorial Day, Independence Day, and Thanksgiving; and (B) identify and explain the significance of various community, state, and national landmarks such as monuments and government buildings. Lesson objective(s): ● The student will learn about the importance of being a good citizen. ● The student will learn about Harlon Block life ● The student will identify Harlon Block, contributions to the United States ● The student will explain why is Harlon Block important to the United States Differentiation strategies to meet diverse learner needs: SPED,GATE gifted, Specific Learning Disabilities, ELL The use of images, videos, and vocabulary words posted will be used to help students understand the lesson. As well as the use of verbal gestures and group work. The teacher will be monitoring and supporting students. ENGAGEMENT ● To activate students’ prior knowledge, teacher will start by asking a set of questions to the students. Then, introduce the topic for the day. ● What is being a good citizen? ● What are the characteristics of a good citizen? ● Today we will learn about Harlon Block ● If students do not have or show prior knowledge teacher will review basic concepts of good citizenship. EXPLORATION ● Teacher will guide a short story reading about Harlon Block life. ● Why Harlon Block became a historical figure? ● During the reading students will be able to identify important events that happened during Harlon Block life. EXPLANATION ● Teacher will show the video “Together we make football” and explain to the students about important events that marked the life of Harlon Block ● Then students will form small groups and discuss about what made Harlon Block to be considered a good citizen and a historical figure. During this activity teacher will be walking around to verify that the students have understood the concepts of historical figure and good citizen. ELABORATION ● Students will work in an activity about who Harlon Block was? ● For this activity the students will be given a poster and Harlon Block picture to glue it in the poster. ● Then around the poster students will put name, what is harlon Block famous for? place of birth and birth date. ● Students will list some key events on Harlon Block life. ● What were Harlon Block major accomplishments? ● After students gather all the information, students will create a poster about Harlon Block life. ● Vocabulary: good citizen, historical figure, community, freedom ● With this activity students will understand that anyone can contribute to their community. ● Students will connect the information given with local community places named after Harlon Block. For example the Harlon Block Sports Complex, Harlon Block exposition at the Weslaco Museum. EVALUATION ● Students will write a reflection about what was learned during the lesson ● Student will explain why Harlon Block is important to our community. ● Families will be engaged by inviting them to assist to the Iwo Jima/Harlon Block Parade at the Marine Military Academy Lesson 4: Rising of the Flag/Chronological order Subject / grade level: Social Studies, 1st and 2nd Grade Materials: ● Scissors ● Glue ● Rising of the flag monument pictures ● Harlon Block Pictures ● Construction Paper ● pencil ● crayons NC SCOS Essential Standards and Clarifying Objectives §113.12. Social Studies, Grade 1, Beginning with School Year 2011-2012. (3) History. The student understands the concepts of time and chronology. The student is expected to: (C) create a calendar and simple timeline. §113.13. Social Studies, Grade 2, Beginning with School Year 2011-2012. (2) History. The student understands the concepts of time and chronology. The student is expected to: (A) describe the order of events by using designations of time periods such as historical and present times; Lesson objective(s): ● The student will create a simple timeline ● The students will describe significant events in Harlon Block life Differentiation strategies to meet diverse learner needs: SPED GATE gifted Specific Learning Disabilities ELL Teacher will provide a sample of the timeline this way student can follow the sample and work more independently. ENGAGEMENT ● Teacher will activate prior knowledge of students by asking questions about previous lessons. ● What did we learn yesterday? ● Who is Harlon Block? ● What he did for the United States? ● Then teacher will introduce lesson topic. ● Today we will create a timeline about Harlon Block Life EXPLORATION ● The student will create a simple timeline ● When was Harlon Block born? ● When did Harlon Block sign up to join the marines? ● When did Harlon Block went to World War II? ● When did the Battle of Iwo Jima Happened? ● When was the rising of the flag in Iwo Jima? ● When did Harlon Block dies? ● When was Harlon Block body translated to Weslaco TX? ● When was the Rising of the flag monument installed in Washington DC? ● When was the rising of the flag monument installed in Harlingen TX? ● When is the Harlon Block Parade? ● Teacher will review the events with the students as a whole group. EXPLANATION ● Teacher will explain what is chronological order? ● Teacher will explain about the importance of knowing how to list events in chronological order. ELABORATION ● After having listed all major events in Harlon Block life: ● Students will create the timeline ● Teacher will introduce the vocabulary concepts ● time ● chronological events ● calendar ● year ● past ● present ● Students will connect to real life understanding the concept of time ● Students will list the events per year and will understand the concept of past and present ● The students will connect the activity with the Harlon Block Parade. EVALUATION ● Teacher will ask students what did you learn about chronological order? ● How do we use chronological order at home? Lesson 5: Presentations on monuments Subject / grade level: Social Studies, 1st and 2nd Grade Materials: ● Paper button to place on students ● Snacks/ Drinks NC SCOS Essential Standards and Clarifying Objectives §113.12. Social Studies, Grade 1, Beginning with School Year 2011-2012. (2) History. The student understands how historical figures, patriots, and good citizens helped shape the community, state, and nation. The student is expected to: (A) identify contributions of historical figures, including Sam Houston, George Washington, Abraham Lincoln, and Martin Luther King Jr., who have influenced the community, state, and nation; (B) identify historical figures such as Alexander Graham Bell, Thomas Edison, Garrett Morgan, and Richard Allen, and other individuals who have exhibited individualism and inventiveness; and (C) compare the similarities and differences among the lives and activities of historical figures and other individuals who have influenced the community, state, and nation. §113.13. Social Studies, Grade 2, Beginning with School Year 2011-2012. (1) History. The student understands the historical significance of landmarks and celebrations in the community, state, and nation. The student is expected to: (A) explain the significance of various community, state, and national celebrations such as Veterans Day, Memorial Day, Independence Day, and Thanksgiving; and (B) identify and explain the significance of various community, state, and national landmarks such as monuments and government buildings. Lesson objective(s): 1. The student will apply their knowledge of monuments on the presentation Differentiation strategies to meet diverse learner needs: SPED/ELL/Specific Learning Disabilities- The use of images, videos, and vocabulary words posted will be used to help students understand the lesson. As well as the use of verbal gestures and group work. The teacher will be monitoring and supporting students. ENGAGEMENT ● The teacher will create a discussion on what they learned throughout the week and clarify any questions the students may have. ○ Questions to ask: ■ Who can tell me one thing they learned this week? ■ Why was the battle of Iwo Jima important? ■ Who was Harlon Block and why is he remembered? ■ Where are the monuments of Iwo Jima located? EXPLORATION ● Students will demonstrate the knowledge acquired during the week about the different lessons. ● Students will display their homemade monuments and artifacts about the Iwo Jima Battle and Harlon Block life events. EXPLANATION ● Students will explain the significance of their monuments to the visitors of our Iwo Jima/Harlon Block exposition. ● Students will be able to show their knowledge of the previous vocabulary concepts learned during the lesson of Battle of Iwo Jima, Monuments, and Harlon Block. ELABORATION ● Students will perform the activity “Our very own museum of Harlon Block in The Battle of Iwo Jima” ● Students will guide the exposition of their homemade monuments and artifacts related to the Battle of Iwo Jima and Harlon Block ● Students will respond to “press the button” by talking about their monument to visitors. EVALUATION ● Students will demonstrate what they learned from the lessons as they give the explanations of their monuments and artifacts to the exposition visitors. 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 Harlon Block & The Battle of Iwo Jima Lesson Plan Subject The topic of the resource World War II Freedom Battle of Iwo Jima Harlon Block Description An account of the resource The purpose of the lesson is to teach students the importance of freedom and courage that US Marines or any other military services offer to us. In our lessons we talk about World War II (WWII), the Battle of Iwo Jima and monuments especially the ones dedicated to this battle. Working our way to introducing Harlon Block and why is he important to society. Throughout the lesson, the essential questions are: Why we have freedom? Who was Harlon Block? How can you create an impact to society/community? The students will learn why there are wars and how the military has an impact on citizens lives. The students will participate in a series of activities that will not only teach them about the war and Harlon Block. They will also learn what it means to be good citizens. The pedagogy used in this lesson was the critical education theory of Paulo Freire since it centered on the curiosity of children, innovation and working collaboratively with one another to fight for social justice (Lewis, 2012, p. 29). Within this lesson, we have incorporated these keywords: Battle, freedom, courage, citizenship, symbolism, chronological events, and community. Creator An entity primarily responsible for making the resource SacNicte Garza Laura Cortez Source A related resource from which the described resource is derived UTRGV College of Education EDCI335-30 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 2010 1945 Contributor An entity responsible for making contributions to the resource 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 Weslaco, Tx Rights Information about rights held in and over the resource Cortez, Laura, & Garza, SacNicte. (2019). Lesson Plan for Harlon Block &The Battle of Iwo Jima. Retrieved From https://rgvprimarysourceguides.omeka.net/items/show/47 primary source https://omeka.utrgv.edu/files/original/d425f2aa8bd9fdb5af93caad03413f50.pdf 6e3a5381d4f0252d45259b90999233ef Lesson Plan A resource that gives a detailed description of a course of instruction. Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 5 Days Standards (b) Knowledge and Skills. (19) Culture. The Student understands the contributions of people of various racial, ethnic, and religious groups to Texas. The student is expected to: (B) identify customs, celebrations, and traditions of various cultural, regional, and local groups in Texas such as Cinco de Mayo, Oktoberfest, the Strawberry Festival, and Fiesta San Antonio; (b) Knowledge and skills. (20) Oral and Written Conventions/ Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students continue to apply earlier standards with greater complexity. Students are expected to: (A) use and understand the function of the following parts of speech in the context of reading, writing, and speaking: (iii) adjectives (e.g., (b) Knowledge and skills (8) Geometry and measurement. The student applies mathematical process standards to select appropriate customary and metric units, strategies, and tools to solve problems involving measurement. The student is expected to: (C) solve problems that deal with measurements of length, intervals of time, liquid volumes, mass, and money using addition, subtraction, multiplication, or division as appropriate.. (b) Knowledge and skills. (1) Foundations: observation and perception. The student develops and expands visual literacy skills using critical thinking, imagination, and the senses to observe and explore the world by learning about, understanding , and applying the elements of art, principles of design, and expressive qualities. The student uses what the student sees, knows, and has experienced as sources for examining, understanding , and creating (b) Knowledge and skills. (16) Citizenship. The student understands important customs, symbols, and celebrations of Texas. The student is expected to: (D) describe the origins and significance of state celebrations such as Texas Independence Day and Juneteenth. CHARRO DAYS: LESSON PLAN 7 descriptive, including purpose: sleeping bag, frying pan) and their comparative and superlative forms (e.g., fast, faster, fastest); artworks. The student is expected to: (A) explore and communicate ideas drawn from life experiences about self, peers, family, school, or community and from the imagination as sources for original works of art Objectives Students who suffer from a short attention span will be placed near the teacher.  Students who struggle reading will be assisted by the teacher in a small group setting.  The teacher will supply ELL students with information in their native Language and English. If needed the teacher will supply a dictionary and a thesaurus. Materials Screen projector YouTube Video: The History of Charro Days IPADS Venn Diagram Charro Days images Photographs Drawing paper Screen projector Color pencils Charro Days artifacts Ruler with inches and centimeters Interactive sheet Construction paper Scissors Colors Glue Pamphlets Mexican traditional costumes Screen projector Summative assessment YouTube Video Lesson Plan Text 6 THEME: Charro Days Lesson 1: Lesson 2: Lesson 3: Lesson 4: Lesson 5: Standards: (b) Knowledge and Skills. (19) Culture. The Student understands the contributions of people of various racial, ethnic, and religious groups to Texas. The student is expected to: (B) identify customs, celebrations, and traditions of various cultural, regional, and local groups in Texas such as Cinco de Mayo, Oktoberfest, the Strawberry Festival, and Fiesta San Antonio; (b) Knowledge and skills. (20) Oral and Written Conventions/ Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students continue to apply earlier standards with greater complexity. Students are expected to: (A) use and understand the function of the following parts of speech in the context of reading, writing, and speaking: (iii) adjectives (e.g., (b) Knowledge and skills (8) Geometry and measurement. The student applies mathematical process standards to select appropriate customary and metric units, strategies, and tools to solve problems involving measurement. The student is expected to: (C) solve problems that deal with measurements of length, intervals of time, liquid volumes, mass, and money using addition, subtraction, multiplication, or division as appropriate.. (b) Knowledge and skills. (1) Foundations: observation and perception. The student develops and expands visual literacy skills using critical thinking, imagination, and the senses to observe and explore the world by learning about, understanding , and applying the elements of art, principles of design, and expressive qualities. The student uses what the student sees, knows, and has experienced as sources for examining, understanding , and creating (b) Knowledge and skills. (16) Citizenship. The student understands important customs, symbols, and celebrations of Texas. The student is expected to: (D) describe the origins and significance of state celebrations such as Texas Independence Day and Juneteenth. CHARRO DAYS: LESSON PLAN 7 descriptive, including purpose: sleeping bag, frying pan) and their comparative and superlative forms (e.g., fast, faster, fastest); artworks. The student is expected to: (A) explore and communicate ideas drawn from life experiences about self, peers, family, school, or community and from the imagination as sources for original works of art; Differentiation Strategies  Students who suffer from a short attention span will be placed near the teacher.  Students who struggle reading will be assisted by the teacher in a small group setting.  The teacher will supply ELL students with information in their native Language and English. If needed the teacher will supply a dictionary and a thesaurus. Materials Screen projector YouTube Video: The History of Charro Days IPADS Venn Diagram Charro Days images Photographs Drawing paper Screen projector Color pencils Charro Days artifacts Ruler with inches and centimeters Interactive sheet Construction paper Scissors Colors Glue Pamphlets Mexican traditional costumes Screen projector Summative assessment YouTube Video Vocabulary: o Culture o Commemorates o Celebration o Heritage CHARRO DAYS: LESSON PLAN 8 o Fact o Attire Engagement The teacher will begin by showing the students an educational video on the history of Charro days. The teacher will begin describing a Mexican sombrero to the students. The students will be asked to draw exactly what’s being described. Explore: The teacher will project vivid images from Charro Days festivities and will ask the students to write down adjectives describing the images. The students will be shown a variety of Charro Days artifacts and the teacher will ask the students to give an estimate of how many centimeters long or inches long they think they are. The teacher will show the students a Charro Days pamphlet from 1975 and another one from 2012. The teacher and the students will discuss the two pamphlets. The teacher will engage the students with an educational video on traditional dance attires. Explore The students will then get their iPad’s and will use Kidzsearch in order to properly search images on Charro Days. In groups of two they will discuss their findings. The teacher will project vivid images from Charro Days festivities and will ask the students to write down adjectives describing the images. The teacher will give the students the various artifacts and the students will be measuring the artifacts with the unit of measurement they think is correct. They will be using centimeters and inches. The students will then analyze the content of the pamphlets and their purpose. The students will explore various traditional events of this particular celebration and will chose three to recreate. The teacher will then give the students The students will share with the The teacher will now review with The teacher will then explain what The teacher will then explain to the CHARRO DAYS: LESSON PLAN 9 Explain photographs of past and present charro days celebrations. The students will then work in pairs and will compare these two and write their results on a Venn diagram classroom why they chose certain adjectives to describe the images given by the teacher. the students why certain units of measurements are used for specific objects. type of pamphlet these two are. She will discuss how they are used to inform the public about the itinerary and the history of charro days students the significance of each event to the students and how each one works. Elaborate The students will then share with the classroom the differences and similarities they found within the images. The students will then receive an image each and will get in groups of two. The students will describe the imagine to each other and will draw the image on a white sheet of paper while also writing down the adjectives that are being used. The students will then receive an interactive sheet with a variation of objects and will complete it. Once the students have completed it they will share with the classroom why centimeters are used for certain artifacts and the same with inches. The students will then be asked to create their own pamphlet representing the Charro Days celebration. The students are allowed to use all types of medium. The requirements for the pamphlets include mentioning the history of charro days, and using relevant drawings to the celebration. The teacher will lead the students in recreating each three of the most prominent events that occur during charro days. The teacher will provide the materials and Mexican attires to the students. Evaluate The teacher will be conducting a formative Throughout the lesson the teacher will be The teacher will walk around the classroom and The teacher will conduct a formative assessment. The teacher will give the students a written CHARRO DAYS: LESSON PLAN 10 assessment throughout the lesson. conducting a formative assessment. will be conducting a formative assessment. assessment with a total of ten questions consisting of open ended and multiply choice questions 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 Charro Days Lesson Plan Subject The topic of the resource Children Mexican American Culture Description An account of the resource The purpose of this lesson is to help students understand the experiences of Charro Days since its creation in the Rio Grande Valley. The first Charro Days celebration took place in the border of Brownsville, Texas and Matamoros, Tamaulipas in the year of 1938. As of 2018, it has reached its 82nd celebration. By students understanding the history of the Charro Days celebration, they will gain a better perspective on the ties between Mexican American culture. We will be creating a five day lesson plan that includes social studies, mathematics, English language arts and art. Throughout this five day lesson plan the main theme will be the charro days celebration. Creator An entity primarily responsible for making the resource Grecia Villarreal Maria Paredes Taylor Nichols Source A related resource from which the described resource is derived UTRGV College of Education EDCI335-30 Fall 2018 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 1938 Contributor An entity responsible for making contributions to the resource 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 Nichols, Taylor, Paredes, Maria, & Villarreal, Grecia. (2018). Lesson Plan for Charro Days. Retrieved from. https://rgvprimarysourceguides.omeka.net/items/show/46 primary source https://omeka.utrgv.edu/files/original/2ad76714b60fe329578fd9274ae171a0.pdf 15aadffb367a4ca0bbd8d74d96e9be82 Lesson Plan A resource that gives a detailed description of a course of instruction. Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 5 Days Standards TEKS: 3.12A and 3.12B 12) Citizenship. The student understands the impact of individual and group decisions on communities in a constitutional republic. The student is expected to: (A) give examples of community changes that result from individual or group decisions; (B) identify examples of actions individuals and groups can take to improve the community Objectives ● Students will be able to describe what led and occurred at the Pharr Riots. ● Students will be able to distinguish similarities between the discrimination taking place in Pharr, Texas and the result of the United States. ● Students will be able to formulate their own plan of action as mayor of Pharr, Texas. Materials a variety of news article, ipads or computers, pencils, markers, paper, podium, anchor video, powerpoint, Lesson Plan Text Subject/ Grade Level: Social Studies / 3rd Grade Materials: a variety of news article, ipads or computers, pencils, markers, paper, podium, anchor video, powerpoint, NC SCOS Essential Standards and Clarifying Objectives TEKS: 3.12A and 3.12B 12) Citizenship. The student understands the impact of individual and group decisions on communities in a constitutional republic. The student is expected to: (A) give examples of community changes that result from individual or group decisions; (B) identify examples of actions individuals and groups can take to improve the community Lesson objective(s): ● Students will be able to describe what led and occurred at the Pharr Riots. ● Students will be able to distinguish similarities between the discrimination taking place in Pharr, Texas and the result of the United States. ● Students will be able to formulate their own plan of action as mayor of Pharr, Texas. Differentiation strategies to meet diverse learner needs: SPED- Lesson will be modified to meet students’ IEP requirements. Teacher will provide visuals, and group students heterogenous. GATE gifted- Lesson will include extension activities. Students will be grouped heterogeneously to learn from one another. Specific Learning Disabilities- Lesson will be presented through various forms of media. Students will be in heterogeneous groups. ELL- Lesson will include pictures, definitions and heterogeneous grouping to assist English learners ENGAGEMENT The teacher will play http://www.krgv.com/story/31292821/remembering-the-pharr-riot-45-years-later for the students. It is a video made by Channel 5 in 2016 that discusses what occured 45 years ago in Pharr, Texas. The video includes short interviews from the 20 year old’s friends, relatives and other members of the community who were affected by the Pharr Riots of 1971. Questions the students should be asking themselves: Were any of my relatives affected by the Pharr Riots? How did the Pharr Riots change the RGV? Have I ever seen a riot? How do I feel about what happened during these riots? How did the Pharr Riots affect the victim’s family? EXPLORATION The teacher will provide the students with several articles regarding the Pharr Riots. The students will read the article and will discuss it in groups. After analyzing a variety of articles students will then create their own newspaper article to explain the events. Big Idea: You are a news journalist that will retell the story of the Pharr Riot. You need to conduct research and create your own news article with an eye catching headline. ● Why did the Pharr Riots occur? ● Who organized the protests? ● What happened because of the protest. ● What people were affected during this time period? EXPLANATION Student explanations should precede introduction of terms or explanations by the teacher. What questions or techniques will the teacher use to help students connect their exploration to the concept under examination? List higher order thinking questions which teachers will use to solicit student explanations and help them to justify their Explanation Teacher will provide students with pre-made foldables where students will define words and fill out a timeline of events. Students will also be allowed time to hold a “council meeting” where they can identify questions they may have and ask them outloud to their classmates as well as take them home to conduct interviews. (Relatives or neighbors may have the answers the students seek.) ELABORATION Describe how students will develop a more sophisticated understanding of the concept. What vocabulary will be introduced and how will it connect to students’ observations? How is this knowledge applied in our daily lives? The students will be put in groups of 2 and will be given a research topic regarding different events that were associated with discrimination. The students will use ipads or computers in the classroom to do some research and create a short powerpoint on their topic. The students will compare their research topic to the Pharr riots and discuss how they are similar from each other. The main purpose of this activity is for students to realize that discrimination was occurring all throughout the UnIted States. Vocabulary that will be introduced: ● Discrimination ● Riot ● Injustice ● Brutality ● Victim ● Incident ● Majority ● Minority EVALUATION How will students demonstrate that they have achieved the lesson objective? This should be embedded throughout the lesson as well as at the end of the lesson Students will formulate their own plan of action as Mayor of Pharr, Texas during the chaos of the riots. They will then present it to the rest of the class and students will take a vote. The students will be graded based on their understanding of what occurred at the Pharr Riots and their problem solving skills (the effectiveness of their plan of action). ● What is your opinion on the issue? ● What changes would you make to solve the issue? ● What could I do, as the mayor, to help the situation? Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Pharr Riots of 1971 Lesson Plans Subject The topic of the resource Pharr Riots Racism Discrimination Description An account of the resource By teacher implemented strategies such as, direct instruction, inquiry and small groups, students will acquire knowledge on the riots that occured in Pharr, Texas in 1971. Teacher will engage students with essential questions, an article, and open discussion. Students will then conduct structured research that describes and defines the Pharr Riot. They will compare their discoveries to research of discrimination all over the United States. Students will then demonstrate their understanding through formative assessment, summative assessment and a comprehensive project. Teacher is prompted to teach this lesson during the week celebrating Martin Luther King Jr., as discrimination and racism play a big role. Students can then make a connection between their community and the history being taught (place-based education). Creator An entity primarily responsible for making the resource Idani Bañuelos Yulissa Rangel April Santillan Source A related resource from which the described resource is derived UTRGV College of Education Publisher An entity responsible for making the resource available The University of Texas Rio Grande Valley Special Collections and University Archives Date A point or period of time associated with an event in the lifecycle of the resource 1971 Contributor An entity responsible for making contributions to the resource The University of Texas Rio Grande Valley UTRGV College of Education Stephanie Anckle Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Pharr, Texas Rights Information about rights held in and over the resource Banuelos, Idani, Rangel, Yulissa, & Santillan, April. (2018). Pharr Riots of 1971 Lesson Plans. Retrieved from https://rgvprimarysourceguides.omeka.net/items/show/45 primary source https://omeka.utrgv.edu/files/original/146d33dc18c51d5095b4bb9c2b6a91b5.pdf 029811694cdddd863f5ba4f3efaaae3b Lesson Plan A resource that gives a detailed description of a course of instruction. Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 5 Days Standards §113.15. Social Studies, Grade 4, Beginning with School Year 2011-2012. (19) Culture. The student understands the contributions of people of various racial, ethnic, and religious groups to Texas. The student is expected to: (A) identify the similarities and differences among various racial, ethnic, and religious groups in Texas; (21) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to: (A) differentiate between, locate, and use valid primary and secondary sources such as computer software; interviews; biographies; oral, print, and visual material; documents; and artifacts to acquire information about the United States and Texas; (D) identify different points of view about an issue, topic, historical event, or current event; and Objectives 1) The students will learn the causes of The Raymondville Onion Strike. 2) The students will be able to explain what a strike is and reasons why it could be used. 3) The student will be able to critique the event and be able to see both views of the event of the farmworkers end as well as the owner of the land who they worked for. Materials ● Valley Of Tears Video ● Newspaper from Archives ● Book on The Onion Strike “Class and National Division in South Texas: Farmworker Strike in Raymondville” Lesson Plan Text Subject/Level: Fourth Grade Social Studies Materials: ● Valley Of Tears Video ● Newspaper from Archives ● Book on The Onion Strike “Class and National Division in South Texas: Farmworker Strike in Raymondville” TEKS Essential Standards and Clarifying Objects §113.15. Social Studies, Grade 4, Beginning with School Year 2011-2012. (19) Culture. The student understands the contributions of people of various racial, ethnic, and religious groups to Texas. The student is expected to: (A) identify the similarities and differences among various racial, ethnic, and religious groups in Texas; (21) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to: (A) differentiate between, locate, and use valid primary and secondary sources such as computer software; interviews; biographies; oral, print, and visual material; documents; and artifacts to acquire information about the United States and Texas; (D) identify different points of view about an issue, topic, historical event, or current event; and Lesson Objectives(s): 1) The students will learn the causes of The Raymondville Onion Strike. 2) The students will be able to explain what a strike is and reasons why it could be used. 3) The student will be able to critique the event and be able to see both views of the event of the farmworkers end as well as the owner of the land who they worked for. Students with special needs will have access to pre-cut material if needed, sit close to instructor, repeated material and also have access to the visuals and other content if necessary. They will also have extra time on formal assessment if necessary. ENGAGEMENT (Monday) The teacher will ask students to activate prior knowledge: What is a strike?, Have you ever been in a situation where you have been lefts out of because of your race/ethnicity? Why do you think people would get together for a strike? EXPLORATION (Tuesday) The teacher will give out certain topics/scenarios that the students would have to choose to either be comfortable with the topic/scenario or would want to get together with their peers who do not agree with it to strike the people who are all for the certain topic/scenario. The student here will be first discuss if they are against or for the scenario they will be playing. All the students who are for the scenario would have to fight for what they believe in as well as the students who are against it they will get together and strike to the students and say what they see or feel is not working for them and make a point. This activity will have the student explore and be able to see what a strike really is all about and what a strike is. EXPLANATION (Wednesday) The Students will watch a documentary on the onion strike. While they are watching this movie the students can write notes down about they did not understand about the movie, what they liked about it, and found interesting. Once the movie is over the teacher will go over some terms the students may have a hard time understanding or may not know. The teacher will also have an open discussion with her students on any thoughts of the movie and have the students share something they wrote down while the movie was going on. ELABORATION (Thusday) The teacher will provide the students with a printed copy of a book called “Class and National Division in South Texas: Farmworker Strike in Raymondville” The teacher would have the students take turns reading aloud. Once they are done the teacher will give the students a couple of minutes to write in their journals their thoughts on the book they read as a class. Once they are done the students will pair up to the person next to them and discuss with them what they wrote on their journals. Finally the teacher will have an open discussion with the class about the book they just read and she would share her thoughts and ask the students to explain why they feel the way they feel about that they wrote towards the book. EVALUATION (Friday) A formal assessment will be given to the students which will contain 10 questions over what they have been covering on the Onion Strike that took place in Raymondville. The students will have 35 minutes to complete assessment. 1) In what year did the Onion Strike happened? 2) What was the name of the town where the Onion Strike occured? 3) What was the main idea of the Onion Strike? 4) Who is Charles Wetegrove? What was his role in this strike that took place at Raymondville? 5) What did the onion workers reject from Charles Wetegrove? 6) Do you agree that the onion workers rejected the offer given to them by Charles Wetegrove? 7) Name the 3 obstacles that blocked farmworkers and made them want to strike? 8) Compare and Contrast how the farmworkers were treated compared to the land owners. 9) What is a strike? 10) What did you think about this Strike? Was it fair in your eyes? Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Onion Strike in Raymondville, Texas Lesson Plans Subject The topic of the resource Strikes Strike for Fair Wages Fair Wages Fair Pay Worker's Rights Description An account of the resource The Raymondville Onion Strike took place in 1979 on the count of their wages being cut because of onion prices. Being known as the “Onion Capital of the World” the strike started off as a wage problem then other problems arose with working conditions and class confrontation. Tony Andrea, who organized the strike, caught the attention of the Civil Rights movement. The strike was did catch attention but not national. The strike lasted seven days and it was successful enough to where the onion harvest was shut down. The strike was crushed by anglo business men who purchased the field from the original owner and then recruited other workers and fired those who participated in the strike. Creator An entity primarily responsible for making the resource Janelle Salinas Neressa Salazar Source A related resource from which the described resource is derived UTRGV College of Education Publisher An entity responsible for making the resource available The University of Texas Rio Grande Valley Special Collections and University Archives Date A point or period of time associated with an event in the lifecycle of the resource 1979 Contributor An entity responsible for making contributions to the resource The University of Texas Rio Grande Valley UTRGV College of Education Stephanie Anckle Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Raymondville, Texas Rights Information about rights held in and over the resource Salazar, Neressa, & Salinas, Janelle. (2108). The Onion Strike in Raymondville, Texas Lesson Plans. Retrieved from https://rgvprimarysourceguides.omeka.net/items/show/44 primary source https://omeka.utrgv.edu/files/original/1e4e3b7ea1421ba6ae5b52c1db44f37d.pdf d7cc7690097373d2cd40a079ff77755c Lesson Plan A resource that gives a detailed description of a course of instruction. Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 5 Days Standards • §113.16. Social Studies, Grade 5, Beginning with School Year 2011-2012. o (b) Knowledge and skills.  (24) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to: • (D) identify different points of view about an issue, topic, or current event; and • (E) identify the historical context of an event.  (25) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to: • (C) express ideas orally based on research and experiences; Objectives • Students will: o Identify the historical context of the 1968 Edcouch-Elsa Student Walkout. o Identify different points of view about an issue regarding a “walkout or protest” that has happened in the past. o Express their issue regarding a “walkout or protest” orally based on research. Materials • Access to the internet • Access to books about walkouts or protests • Research done and prepared about the 1968 Edcouch-Elsa student walkout, this will be used to teach and explain the historical context of that day to the students. • Access to a computer • Access to the computer program, PowerPoint Lesson Plan Text Teacher(s): • Macie Duran • Xenia Luna • Victoria Diaz Date: • September 30, 2018 Grade Level: • 5th Subject: • Social Studies Materials: • Access to the internet • Access to books about walkouts or protests • Research done and prepared about the 1968 Edcouch-Elsa student walkout, this will be used to teach and explain the historical context of that day to the students. • Access to a computer • Access to the computer program, PowerPoint TEKS: • §113.16. Social Studies, Grade 5, Beginning with School Year 2011-2012. o (b) Knowledge and skills.  (24) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to: • (D) identify different points of view about an issue, topic, or current event; and • (E) identify the historical context of an event.  (25) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to: • (C) express ideas orally based on research and experiences; Lesson Objective(s): • Students will: o Identify the historical context of the 1968 Edcouch-Elsa Student Walkout. o Identify different points of view about an issue regarding a “walkout or protest” that has happened in the past. o Express their issue regarding a “walkout or protest” orally based on research. Differentiation Strategies to Meet Diverse Learner Needs: • Provide assistance with instructional materials, repetition of information and instruction, visuals, constantly redirect student to stay on task, appropriate praise as work is completed, and more challenging critical questions. Engagement: Day 1 Lesson: • The teacher will discuss the feelings of a topic, (Gun control or race-white students will get a better education than others) in which the students would want to perform a “walkout.” • Students should ask themselves how they feel during this experiment and ask themselves if they understand what a walkout is. • The teacher will then show the video of the 1968 Edcouch-Elsa walkout. Explanation: Day 2 TEK: §113.16. Social Studies, Grade 5, Beginning with School Year 2011-2012. • (b) Knowledge and skills. o (24) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to:  (D) identify different points of view about an issue, topic, or current event; and  (E) identify the historical context of an event. Lesson: • The teacher will: o Have the students be seated at their desks. o Give a teacher-directed instruction about the 1968 Edcouch-Elsa Student Walkout  The teacher will answer these questions about the 1968 walkout to the student: • Who? • What? • When? • Where? • Why? • How?  Also, the teacher will explain what led to the walkout, what happened during the walkout, and the aftermath of the walkout.  Lastly, the teacher will explain and show the list of demands/recommendations created by the leaders of the 1968 Edcouch- Elsa student walkout. Exploration: Day 3 TEK: §113.16. Social Studies, Grade 5, Beginning with School Year 2011-2012. • (b) Knowledge and skills. o (24) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to:  (D) identify different points of view about an issue, topic, or current event; and  (E) identify the historical context of an event. Lesson: • The teacher will: o Create 6 groups with 4-5 students in each (depending on class size). o Once the groups have been created, the groups will look up videos or articles on “walkouts” or protests that have happened in the past 100 years and choose one video/article that they found most interesting to them.  The topics for the “walkouts” or protests must include issues regarding segregation, racism, discrimination, and unfair treatment to a human.  The “walkouts” or protests can be held anywhere (school, work, outside of a government facility, and anywhere else a “walkout” or protest can be held). • After the groups have chosen the video/article they found most interesting to them, they will do research on the “walkout” or protest. o The groups can use books, the internet, oral interviews, newspaper articles, etc. for their research. • The teacher will explain to teach group that: o They must show their research findings on a PowerPoint slideshow and be ready to present in the next day or two.  The students will have to create a PowerPoint slideshow to show and present to the class on “Day 4”. o The PowerPoint presentation must be between 8-10 minutes. o If the PowerPoint presentation is shorter than or longer than 8-10 minutes, points will be deducted. o Each group must work together and rehearse their presentation. o Each group member must talk during the PowerPoint presentation or points will be deducted for students who did not talk during the PowerPoint presentation. Elaboration: Day 4 TEK: §113.16. Social Studies, Grade 5, Beginning with School Year 2011-2012. • (b) Knowledge and skills. o (24) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to:  (D) identify different points of view about an issue, topic, or current event; and  (E) identify the historical context of an event. o (25) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:  (C) express ideas orally based on research and experiences; Lesson: • Once each group is ready to present their findings from “Day 3”, each group will present their PowerPoint to the class and explain their research. • Each group will have 8-10 minutes to present their PowerPoint. Evaluation: Day 5 TEK: §113.16. Social Studies, Grade 5, Beginning with School Year 2011-2012. • (b) Knowledge and skills. o (24) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to:  (E) identify the historical context of an event. Lesson: • Before giving the assessment to the students, the teacher will ask informal questions to check for understanding of the 1968 Edcouch-Elsa student walkout. • Once the teacher has seen that each student has comprehended the topic, the teacher will pass out the 10-question test. • The teacher will have the students seated at their own seats and give them a 10- question test o 10-multiple choice questions 1. What is the dictionary definition of a walkout? a. A sudden angry departure, especially as a protest or strike. b. People who walk out of horrible situations and demand justice. c. Someone walking out of a room into another room. d. A dance move named the “walkout”. 2. Who was one of the 5 student leaders that organized the 1968 Edcouch-Elsa student walkout? a. Xavier Ramirez b. Jose Reyna c. Mark Chapa d. Nany Cortez 3. Choose the right date of the 1968 Edcouch-Elsa student walkout. a. June 15, 1968 b. November 14, 1968 c. October 23, 2018 d. December 25, 2018 4. What time did the 1968 Edcouch-Elsa student walkout begin? a. 10 AM b. 3:30 PM c. 2 PM d. 8 AM 5. Who was the principal at the time of 1968 Edcouch-Elsa student walkout? a. Melvin Pipkin b. Cesar Chavez c. James Arnold d. Jane Elliot 6. Why did the 1968 Edcouch-Elsa student walkout happen? a. End racism, segregation, discrimination, and unfair treatment to the Mexican and Hispanic students. b. Students wanted to walkout of the school for fun. c. Students were getting bullied by other students and demanded for bullying to stop. d. The students did not like the principal. 7. Did the walkout have a negative or positive result for the students after the 1968 Edcouch-Elsa student walkout? (Yes/No) a. Yes b. No 8. How many days did the students of 1968 Edcouch-Elsa student walkout protest outside of the school? a. 4 b. 10c. 20 d. 3 9. What was one of the demands the students had for the principal and school board meeting? a. That, as Chicano students, we be allowed to speak our mother tongue, Spanish, on school premises without being subjected to humiliating or unjust penalties. b. We want school to end at 12PM and be allowed to stay on school grounds after 12PM. c. We want every teacher to speak Spanish to us. d. We want to be able to use profanity in the classroom. 10. Do you agree with the 1968 Edcouch-Elsa student walkout? Give explanation as to why you choose yes or no. a. Yesb. No 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 1968 Edcouch-Elsa Student Walkout Lesson Plans Subject The topic of the resource Walkout Chicano Activism Racism Civil Disobedience Discrimination Description An account of the resource On November 14, 1968 in Edcouch-Elsa, about 150 to 200 Mexican and Mexican- American Edcouch-Elsa high-school students walked out of their high-school at 10 a.m. to boycott the high school, teachers, administration, and the Edcouch-Elsa school board officials. The reason for the walkout was due to the principal and school board staff not hearing and implementing the list of demands and recommendations the Mexican and Mexican-American students had the day before. Another reason the students walked out and boycotted their school was due to the segregation, racism, discrimination, and the unfair treatment they endured every day from their teachers, counselors, and school administration. For three days, following the walkout, these students protested for better education, end segregation, racism and discrimination against them, and to receive better treatment from the teachers, counselors, and school administration. After the walkout and protest ended, there were many students who were expelled or suspended that had participated in the walkout and protest. This walkout was the first walkout/protest to ever happen in South Texas. (Deiner, 2008) & (Martinez, 2017) Creator An entity primarily responsible for making the resource Macie Duran Xenia Luna Victoria Diaz Source A related resource from which the described resource is derived UTRGV College of Education Publisher An entity responsible for making the resource available The University of Texas Rio Grande Valley Special Collections and University Archives Date A point or period of time associated with an event in the lifecycle of the resource 1968 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 Edcouch-Elsa, Texas Rights Information about rights held in and over the resource Diaz, Victoria, Duran, Marcie, & Luna, Xenia. (2018). 1968 Edcouch-Elsa Student Walkout Lesson Plans. Retrieved from https://rgvprimarysourceguides.omeka.net/items/show/43