32
25
841
-
https://omeka.utrgv.edu/files/original/ccf4a74f32df8f02ea574bc9a45429a5.jpg
21888c1c3102590ba452b4c51c5e2404
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
Agriculture
Still Image
A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Testing
testing
-
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/3715c1ef78170bc3753fc16e5ac7e260.jpg
ad5b618fbe445287071b1145fb2d7931
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Mapping RGV Civil Rights
Subject
The topic of the resource
civil rights
Texas--Rio Grande Valley
Description
An account of the resource
Collection of items compiled for the RGV civil rights map
Date
A point or period of time associated with an event in the lifecycle of the resource
1906 August 13
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Cameron County, Texas
Still Image
A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Texas Historical Commission Marker for the Pharr Riot
Description
An account of the resource
<strong>Inscription reads:</strong> On Feb. 6, 1971, a small group gathered outside the Pharr police department to protest incidents of discrimination and brutality. The crowd grew to hundreds and the day turned violent as tensions with law enforcement escalated. During the chaos that became known as the Pharr Riot, a law enforcement officer shot and killed bystander Alfonso Loredo Flores. For several weeks, Union y Fuerza and other groups picketed city hall and boycotted businesses. Events in Pharr received national media attention. In the aftermath, the city's mayor, commissioners, and chief of police resigned. In June 1972, citizens elected their first Mexican American mayor. These important events in Texas' Chicano movement advanced civil rights and political engagement. Erected 2018 by Texas Historical Commission. (Marker Number 20119.)
Creator
An entity primarily responsible for making the resource
Larry D. Moore (photographer)
Source
A related resource from which the described resource is derived
<span>Historical Marker Database </span><a href="https://www.hmdb.org/">www.HMdb.org</a>
Date
A point or period of time associated with an event in the lifecycle of the resource
2021 Aug 27
civil rights
Pharr
protest
riot
-
https://omeka.utrgv.edu/files/original/bb70f1398d9eb04ffc65dbc0a32853ad.jpg
bed2e7c0467d3fd64cd1ab90531c4a4a
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Hometown Teams
Subject
The topic of the resource
athletics, team sports
Identifier
An unambiguous reference to the resource within a given context
https://doi.org/10.51734/DC0002
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Texas Southmost College and Brownsville Junior College Flags, 1951
Subject
The topic of the resource
Texas Southmost College
Brownsville Junior College
Description
An account of the resource
Photograph of 1951 The Texas Southmost College and Brownsville Junior College Flags
Creator
An entity primarily responsible for making the resource
Texas Southmost College
Source
A related resource from which the described resource is derived
University of Texas Rio Grande Valley Special Collections and Archives
Publisher
An entity responsible for making the resource available
Texas Southmost College
University of Texas Rio Grande Valley
Date
A point or period of time associated with an event in the lifecycle of the resource
1951
Contributor
An entity responsible for making contributions to the resource
University of Texas Rio Grande Valley
Rights
Information about rights held in and over the resource
No copyright
Type
The nature or genre of the resource
Still Image
Format
The file format, physical medium, or dimensions of the resource
JPEG
Language
A language of the resource
English
Identifier
An unambiguous reference to the resource within a given context
TSC1951004
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Brownsville, Texas
-
https://omeka.utrgv.edu/files/original/a362be05a000ef39cc5d00acd454cbe2.jpg
3e885aa736cb3b4d0bcb4736ca860ce6
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Hometown Teams School Yearbooks
Subject
The topic of the resource
yearbooks
high school sports
college sports
Description
An account of the resource
A collection of sports stories from yearbooks of the Rio Grande Valley
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Texas Southmost College Archers Practicing, 1966
Subject
The topic of the resource
Texas Southmost College
Archery
Women
Description
An account of the resource
Caption: Archery
Creator
An entity primarily responsible for making the resource
Texas Southmost College
Source
A related resource from which the described resource is derived
University of Texas Rio Grande Valley Special Collections and Archives
Publisher
An entity responsible for making the resource available
Texas Southmost College
University of Texas Rio Grande Valley
Date
A point or period of time associated with an event in the lifecycle of the resource
1966
Contributor
An entity responsible for making contributions to the resource
University of Texas Rio Grande Valley
Rights
Information about rights held in and over the resource
No copyright
Type
The nature or genre of the resource
Still Image
Format
The file format, physical medium, or dimensions of the resource
JPEG
Language
A language of the resource
English
Identifier
An unambiguous reference to the resource within a given context
TSC1966(3)
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Brownsville, Texas
-
https://omeka.utrgv.edu/files/original/f605520b42ba4c5a06fec36971cf054b.jpg
0323ecfae1d7a69b70eec001333fd9be
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Hometown Teams
Subject
The topic of the resource
athletics, team sports
Identifier
An unambiguous reference to the resource within a given context
https://doi.org/10.51734/DC0002
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Texas Southmost College Badminton Team, 1983-1984
Subject
The topic of the resource
Texas Southmost College
Badminton
Women
Description
An account of the resource
Caption: The 1983-84 Badminton Team coached by Jesus DelBosque was made up of Frank Mellot (kneeling), Dora Morales, Jaime Rodriguez, Coach DelBosque, Lonnie Pena, Nelly Saldivar, and Efrain DeLeon.
Creator
An entity primarily responsible for making the resource
Texas Southmost College
Source
A related resource from which the described resource is derived
University of Texas Rio Grande Valley Special Collections and Archives
Publisher
An entity responsible for making the resource available
Texas Southmost College
University of Texas Rio Grande Valley
Date
A point or period of time associated with an event in the lifecycle of the resource
1983
1984
Contributor
An entity responsible for making contributions to the resource
University of Texas Rio Grande Valley
Rights
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Public Domain
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Still Image
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JPEG
Language
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English
Identifier
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TSC1984(9)-B
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Brownsville, Texas
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Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Hometown Teams
Subject
The topic of the resource
athletics, team sports
Identifier
An unambiguous reference to the resource within a given context
https://doi.org/10.51734/DC0002
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Texas Southmost College Baseball Players Waiting Patiently On The Sideline, 1991
Subject
The topic of the resource
Texas Southmost College
Baseball
Coaches
Description
An account of the resource
Photograph of 1991 Baseball Players Waiting Patiently On The Sideline
Creator
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Texas Southmost College
Source
A related resource from which the described resource is derived
University of Texas Rio Grande Valley Special Collections and Archives
Publisher
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Texas Southmost College
University of Texas Rio Grande Valley
Date
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1991
Contributor
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University of Texas Rio Grande Valley
Rights
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Texas Southmost College
Type
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Still Image
Format
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JPEG
Language
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English
Identifier
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TSC1991(6)ArnieAlvarez(Coach)
Coverage
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Brownsville, Texas
Hometown Teams
htt
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Dublin Core
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Title
A name given to the resource
Hometown Teams
Subject
The topic of the resource
athletics, team sports
Identifier
An unambiguous reference to the resource within a given context
https://doi.org/10.51734/DC0002
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Texas Southmost College Baseball Schedule, 1976
Subject
The topic of the resource
Texas Southmost College
Baseball
Description
An account of the resource
Caption: TSC 1976 Baseball Schedule
Creator
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Texas Southmost College
Source
A related resource from which the described resource is derived
University of Texas Rio Grande Valley Special Collections and Archives
Publisher
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Texas Southmost College
University of Texas Rio Grande Valley
Date
A point or period of time associated with an event in the lifecycle of the resource
1976
Contributor
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University of Texas Rio Grande Valley
Rights
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No copyright
Type
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Text
Format
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JPEG
Language
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English
Identifier
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TSC1976(6)-B
Coverage
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Brownsville, Texas
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Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Hometown Teams
Subject
The topic of the resource
athletics, team sports
Identifier
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https://doi.org/10.51734/DC0002
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Texas Southmost College Baseball Team, 1990
Subject
The topic of the resource
Texas Southmost College
Baseball
Description
An account of the resource
Photograph of 1990 Baseball Team
Creator
An entity primarily responsible for making the resource
Texas Southmost College
Source
A related resource from which the described resource is derived
University of Texas Rio Grande Valley Special Collections and Archives
Publisher
An entity responsible for making the resource available
Texas Southmost College
University of Texas Rio Grande Valley
Date
A point or period of time associated with an event in the lifecycle of the resource
1990
Contributor
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University of Texas Rio Grande Valley
Rights
Information about rights held in and over the resource
Texas Southmost College
Type
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Still Image
Format
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JPEG
Language
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English
Identifier
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TSC1990(5)
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Brownsville, Texas
htt
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Dublin Core
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Title
A name given to the resource
Hometown Teams
Subject
The topic of the resource
athletics, team sports
Identifier
An unambiguous reference to the resource within a given context
https://doi.org/10.51734/DC0002
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Texas Southmost College Fencing Athletes Practice, 1978
Subject
The topic of the resource
Texas Southmost College
Fencing
Description
An account of the resource
Photograph of 1978 Fencing Athletes Practicing
Creator
An entity primarily responsible for making the resource
Texas Southmost College
Source
A related resource from which the described resource is derived
University of Texas Rio Grande Valley Special Collections and Archives
Publisher
An entity responsible for making the resource available
Texas Southmost College
University of Texas Rio Grande Valley
Date
A point or period of time associated with an event in the lifecycle of the resource
1978
Contributor
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University of Texas Rio Grande Valley
Rights
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Public Domain
Type
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Still Image
Format
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JPEG
Language
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English
Identifier
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TSC1978(2)
Coverage
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Brownsville, Texas
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Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Hometown Teams
Subject
The topic of the resource
athletics, team sports
Identifier
An unambiguous reference to the resource within a given context
https://doi.org/10.51734/DC0002
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Texas Southmost College Tennis Team, 1978
Subject
The topic of the resource
Texas Southmost College
Tennis
Women
Description
An account of the resource
Caption: Tennis Team
Creator
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Texas Southmost College
Source
A related resource from which the described resource is derived
University of Texas Rio Grande Valley Special Collections and Archives
Publisher
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Texas Southmost College
University of Texas Rio Grande Valley
Date
A point or period of time associated with an event in the lifecycle of the resource
1978
Contributor
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University of Texas Rio Grande Valley
Rights
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Public Domain
Type
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Still Image
Format
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JPEG
Language
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English
Identifier
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TSC1978(7)
Coverage
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Brownsville, Texas
-
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Dublin Core
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Title
A name given to the resource
Hometown Teams
Subject
The topic of the resource
athletics, team sports
Identifier
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https://doi.org/10.51734/DC0002
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Texas Southmost College Volleyball Team, 1983-1984
Subject
The topic of the resource
Texas Southmost College
Volleyball
Women
Description
An account of the resource
Caption: The 1983-84 Girls Volleyball Team consisted of Marible Chapa, Liz Trujillo, Rosie Guillen, Rita Barrera, Sonia Comisarnco, Maribel Pina, Gracie Gutierrez, and Blanca Iracheta.
Creator
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Texas Southmost College
Source
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University of Texas Rio Grande Valley Special Collections and Archives
Publisher
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Texas Southmost College
University of Texas Rio Grande Valley
Date
A point or period of time associated with an event in the lifecycle of the resource
1983
1984
Contributor
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University of Texas Rio Grande Valley
Rights
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Public Domain
Type
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Still Image
Format
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JPEG
Language
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English
Identifier
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TSC1984(9)
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Brownsville, Texas
-
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Dublin Core
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Title
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"TFW Heads March-Pilgrimage To Austin." El Cuhamil, February 28, 1977.
Dublin Core
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Title
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Melon Strike
Date
A point or period of time associated with an event in the lifecycle of the resource
1966
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Starr County, Texas
Dublin Core
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Title
A name given to the resource
TFW Heads March-Pilgrimage To Austin
Subject
The topic of the resource
Strikes
Rio Grande Valley
Chicano Movement
Austin, Texas
Agriculture
Texas Farm Workers Union
Mexican Americans
Description
An account of the resource
The Texas Farm Workers' Union organized a 40 day pilgrimage to Austin, Texas. The participants took a demand to the state legislature for collective bargain and secret ballot elections.
Source
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The University of Texas Rio Grande Valley Special Collections and University Archives
Publisher
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El Cuhamil
Date
A point or period of time associated with an event in the lifecycle of the resource
1977-02-28
Contributor
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University of Texas Rio Grande Valley
Relation
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<a href="https://utrgv.primo.exlibrisgroup.com/discovery/fulldisplay?docid=alma991007787899704696&context=L&vid=01UT_RGV_INST:UTRGV&search_scope=Search_All&tab=Search_All&lang=en">El Cuhamil record</a>
Format
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JPEG
Language
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English
Type
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Text
Identifier
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COE-MELONSTRIKES-Pilgrimage
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Austin, Texas
Rio Grande Valley
Bibliographic Citation
A bibliographic reference for the resource. Recommended practice is to include sufficient bibliographic detail to identify the resource as unambiguously as possible.
"TFW Heads March-Pilgrimage To Austin." El Cuhamil, February 28, 1977.
primary source
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Dublin Core
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Publisher
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University of Texas Rio Grande Valley
Date
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2004
Title
A name given to the resource
The Birding & Butterfly Guide 2004
Subject
The topic of the resource
Local Wildlife
Butterfly
Nature
Insects
Animals
Description
An account of the resource
Descriptions of different butterflies that can be found in the Rio Grande Valley area.
Source
A related resource from which the described resource is derived
University of Texas Rio Grande Valley Special Collections and University Archives
Contributor
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University of Texas Rio Grande Valley
Rights
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(2004). <em>The Rio Grande Valley 2004 Birding & Butterfly Guide. </em>McAllen, Texas: RGV Guidebooks.
Format
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TIFF
Language
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English
Type
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Image
Text
Identifier
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BirdingAndButterflies-024
BirdingAndButterflies-025
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
primary source
-
https://omeka.utrgv.edu/files/original/a7ed12dff15a4c90c40573e17c060180.pdf
1f867954ae27e77006086938f09adba8
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Grape Strike
Dublin Core
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Title
A name given to the resource
The California Grape Boycott
Subject
The topic of the resource
Strikes and lockouts
Rio Grande Valley, Texas
Chicano Movement
Agriculture and politics
Mexican Americans
Texas Farm Workers Union
Grapes--Harvesting
Description
An account of the resource
A booklet answering the ten most frequently asked questions concerning the organization of California grape workers into a union.
Source
A related resource from which the described resource is derived
University of Texas Rio Grande Valley Special Collections and University Archives
Publisher
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Perishable Agricultural Commodities Corporation
Date
A point or period of time associated with an event in the lifecycle of the resource
c. 1968
Rights
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Paul Henggeler Collection; Booklet with union questions, circa 1968. ELIBR0152, Box 1, Folder 4, The California Grape Boycott, circa 1968. University Library, Special Collections & University Archives, University of Texas Rio Grande Valley, Edinburg, Texas.
Format
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PDF
Language
A language of the resource
English
Type
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Text
Identifier
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GRAPESTRIKE-GrapeBoycottBooklet-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
Rio Grande Valley
primary source
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Dublin Core
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Title
A name given to the resource
Karankawa Indians
Subject
The topic of the resource
Karankawa, Native Americans, First Peoples
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
The Karankawa Indians
Subject
The topic of the resource
Karankawa
History
Archeology
Ethnology
Description
An account of the resource
Two pages of The Karankawa Indians book regarding the location and language of the group. It includes map where they resided and a short description of the language they used.
Creator
An entity primarily responsible for making the resource
Albert S. Gatschet
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
Kraus Reprint Corporation
Date
A point or period of time associated with an event in the lifecycle of the resource
1967
Contributor
An entity responsible for making contributions to the resource
University of Texas Rio Grande Valley
Rights
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Gatschet, A. S. (1967). The Karankawa Indians, The Coast People of Texas. New York: Kraus Reprint Corporation.
Relation
A related resource
<a href="https://utrgv.primo.exlibrisgroup.com/discovery/fulldisplay?docid=alma991008513459704696&context=L&vid=01UT_RGV_INST:UTRGV&lang=en&search_scope=Search_All&adaptor=Local%20Search%20Engine&tab=Search_All&query=any,contains,the%20karankawa%20indians%20%20the%20coast%20people%20of%20texas&facet=rtype,exclude,newspaper_articles&facet=rtype,exclude,reviews&mode=Basic">The Karankawa Indians</a>
Format
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TIFF
Language
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English
Type
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Text
Identifier
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TheKarankawaIndians-GatschetAlbert-1967-001
TheKarankawaIndians-GatschetAlbert-1967-002
TheKarankawaIndians-GatschetAlbert-1967-003
anthropology
indigenous
Karankawa
native Americans
primary source
south padre island
-
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
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UTRGV College of Education
Publisher
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The University of Texas Rio Grande Valley Special Collections and University Archives
Date
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1979
Contributor
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The University of Texas Rio Grande Valley
UTRGV College of Education
Stephanie Anckle
Format
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PDF
Language
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English
Coverage
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Raymondville, Texas
Rights
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Salazar, Neressa, & Salinas, Janelle. (2108). The Onion Strike in Raymondville, Texas Lesson Plans. Retrieved from
https://rgvprimarysourceguides.omeka.net/items/show/44
primary source
-
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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/.
Publisher
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University of Texas Rio Grande Valley
Date
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2001
Title
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The Rio Grande Valley 2001 Birding & Butterfly Guide
Subject
The topic of the resource
Local Wildlife
Butterfly
Nature
Insects
Animals
Description
An account of the resource
Descriptions of different specialty butterflies that can be found in the Rio Grande Valley area.
Source
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University of Texas Rio Grande Valley Special Collections and University Archives
Contributor
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University of Texas Rio Grande Valley
Rights
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(2001). <em>2001 Birding & Butterfly Guide. </em>McAllen, Texas: RGV Guidebooks.
Format
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TIFF
Language
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English
Type
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Image
Text
Identifier
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BirdingAndButterflies-007
BirdingAndButterflies-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
Rio Grande Valley
primary source
-
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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/.
Publisher
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The Rio Grande Valley Birding Guide
Date
A point or period of time associated with an event in the lifecycle of the resource
1999
Title
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The Rio Grande Valley Birding Guide
Subject
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Birding
Local Wildlife
Nature
Animal
Description
An account of the resource
A description of different birds that can be found in the Rio Grande Valley.
Source
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University of Texas Rio Grande Valley Special Collections and University Archives
Contributor
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University of Texas Rio Grande Valley
Format
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TIFF
Language
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English
Type
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Text
Image
Identifier
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BirdingAndButterflies-001
BirdingAndButterflies-002
BirdingAndButterflies-003
Coverage
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Rio Grande Valley
Rights
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(1999). <em>The Rio Grande Valley Birding Guide</em>. McAllen, Texas: RGV Guidebooks.
primary source
-
https://omeka.utrgv.edu/files/original/f67d89c5139ebf0816d643d0903211b5.jpg
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Dublin Core
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Title
A name given to the resource
Hometown Teams Newspapers
Subject
The topic of the resource
local news
Valley Morning Star
Mission Times
Description
An account of the resource
Newspapers from the Rio Grande Valley
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
The Sports Arena, 1940
Subject
The topic of the resource
Softball
Tennis
Boxing
Mission High School
Description
An account of the resource
Article in the Mission Times about Mission High School Sports
Creator
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Mission Times
Jack Wright
Source
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Speer Memorial Library
Publisher
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Mission Times
Date
A point or period of time associated with an event in the lifecycle of the resource
1940-03-15
1940
Contributor
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Speer Memorial Library
Type
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Text
Format
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JPEG
Language
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English
Identifier
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MissionTimes_Page4_1940-03-15
Coverage
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Mission, Texas
-
https://omeka.utrgv.edu/files/original/490aa13c92894044aa61d029b92be1da.jpg
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Dublin Core
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Title
A name given to the resource
The Struggle of Texas Farm Workers' Union
Subject
The topic of the resource
Strikes
Rio Grande Valley
Chicano Movement
Agriculture
Texas Farm Workers Union
Mexican Americans
Description
An account of the resource
A newspaper article dedicated to the Onion Strike participants the tactics that some corporations may perform against them.
Source
A related resource from which the described resource is derived
University of Texas Rio Grande Valley Special Collections and University Archives
Publisher
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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
1978-04-11
1978
Contributor
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University of Texas Rio Grande Valley
Relation
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<a href="https://utrgv.primo.exlibrisgroup.com/discovery/fulldisplay?docid=alma991007787899704696&context=L&vid=01UT_RGV_INST:UTRGV&search_scope=Search_All&tab=Search_All&lang=en">El Cuhamil record</a>
Format
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JPEG
Language
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English
Type
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Text
Identifier
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COE-ONIONSTRIKE-TheStruggleOfTexasFarmWorkers-001
COE-ONIONSTRIKE-TheStruggleOfTexasFarmWorkers-002
COE-ONIONSTRIKE-TheStruggleOfTexasFarmWorkers-003
Rights
Information about rights held in and over the resource
"The Struggle of Texas Farm Workers' Union." <em>El Cuhamil</em>, April 11, 1978.
primary source
-
https://omeka.utrgv.edu/files/original/dfa15e598a602275f6b095318587d38b.jpg
92fdc59d8f45db63ae05727d87dfd85d
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Hometown Teams Community Submissions
Description
An account of the resource
These materials are donated from members of the community.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
The Team Gathers around the Coach during a Timeout, 1984
Subject
The topic of the resource
Coaches
Edinburg High School
Women
Volleyball
Description
An account of the resource
Caption: During a timeout, Coach Stovall gives the girls some quick advice.
Creator
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Edinburg High School
Source
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Lisa Huerta
Publisher
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Edinburg High School
Date
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1984
Contributor
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University of Texas Rio Grande Valley
Rights
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Edinburg High School
Format
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JPEG
Language
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English
Type
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Still image
Identifier
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Huerta-EHS1984-003
Coverage
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Edinburg, Texas
-
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5f43773c8bc954fb4432b7065c4f6788
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
Agriculture
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 Valley Miracle
Subject
The topic of the resource
Agriculture
Poetry
Citrus Industry
Description
An account of the resource
A short Christmas poem for the citrus industry in the Rio Grande Valley. The poem is to celebrate the 1930s Christmas celebrations.
Source
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University of Texas Rio Grande Valley Special Collections and University Archives
Publisher
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University of Texas Rio Grande Valley
Date
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ca. 1930
Rights
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RGV Promotional Literature Collection; poem about the citrus industry in the Rio Grande Valley, ca. 1930. ELIBR0151, Box 2D, Folder 1, The Valley Miracle, ca. 1930. University Library, Special Collections & University Archives, University of Texas Rio Grande Valley, Edinburg, Texas.
Relation
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University of Texas Rio Grande Valley
Format
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TIFF
Language
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English
Type
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Text
Identifier
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TheValleyMiracle-002
TheValleyMiracle-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
Rio Grande Valley
primary source
-
https://omeka.utrgv.edu/files/original/1badd4d195895b3c5b05b2341b44a909.jpeg
87293fcddbba0faa19ce1732afbf742a
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Hometown Teams
Subject
The topic of the resource
athletics, team sports
Identifier
An unambiguous reference to the resource within a given context
https://doi.org/10.51734/DC0002
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
The Wheel
Subject
The topic of the resource
McAllen High School
Women
Coaches
Basketball
Description
An account of the resource
Coach Teresa Casso has guided four players in recent years to college scholarships.
Source
A related resource from which the described resource is derived
McAllen Independent School District
Teresa Casso
Nayleen Hernandez
Publisher
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University of Texas Rio Grande Valley
Date
A point or period of time associated with an event in the lifecycle of the resource
1982
Contributor
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Teresa Casso
McAllen Independent School District
Relation
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<a href="http://63213064.nhd.weebly.com/family.html">A Legacy of Excellence</a>
Format
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JPEG
Language
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English
Type
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Image
Identifier
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McAllenISD-CoachandBecky
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
McAllen, Texas
htt
-
https://omeka.utrgv.edu/files/original/84b84c6e564236f7fbad46eb7ea3a8e8.pdf
412f7078b797f722896181a59d149354
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.)
6 Days
Standards
Standards Social Studies: (b) Knowledge and skills.
(1) History. The student understands the origins of customs, holidays, and celebrations. The student is expected to:
(A) describe the origins of customs, holidays, and celebrations of the community, state, and nation such as San Jacinto Day, Independence Day, and Veterans Day; and
(B) compare the observance of holidays and celebrations, past and present.
Standards Science: (b) Knowledge and skills.
(8) Earth and space. The student knows that the natural world includes the air around us and objects in the sky. The student is expected to:
(A) record weather information, including relative temperature such as hot or cold, clear or cloudy, calm or windy, and rainy or icy;
(C) identify characteristics of the seasons of the year and day and night.
Objectives
Student will be introduced to, and will be able to identify, the concept of holidays. Student will be able to identify the origin of holidays.
Materials
Book: “Hispanic Holidays” by Faith Winchester
Construction paper
Markers
Lesson Plan Text
DAY 1
Grade Level: 1st grade Number of Students: 22
Standards Social Studies: (b) Knowledge and skills.
(1) History. The student understands the origins of customs, holidays, and celebrations. The student is expected to:
(A) describe the origins of customs, holidays, and celebrations of the community, state, and nation such as San Jacinto Day, Independence Day, and Veterans Day; and
(B) compare the observance of holidays and celebrations, past and present.
Standards Science: (b) Knowledge and skills.
(8) Earth and space. The student knows that the natural world includes the air around us and objects in the sky. The student is expected to:
(A) record weather information, including relative temperature such as hot or cold, clear or cloudy, calm or windy, and rainy or icy;
(C) identify characteristics of the seasons of the year and day and night; and
Objectives:
Student will be introduced to, and will be able to identify, the concept of holidays. Student will be able to identify the origin of holidays.
Strategies for English Language Learners and Learners with Special Needs: Students will be given time before the read aloud to look through the book. Teacher will recap the story for ELLs in their native language, and answer any questions they may have. During read aloud and lesson, ELL students will be allowed to respond in their native language. Both ELLs and Special Needs students will be given their questions in advance and, enough time to prepare their response to questions.
Materials and Resources:
Book: “Hispanic Holidays” by Faith Winchester
Construction paper
Colors/markers
Instructional Sequence (instructional strategies and learning tasks)
• the purpose of the lesson for students (1.30 minutes)
Students will be introduced to the concept of holidays, and their origins. What is the first holiday that comes to mind, and what does it celebrate?
• Accessing prior knowledge (1.30 minutes)
Teacher will ask students what their favorite holiday is. Do you know the origins of the holiday? What other holidays can you think of?
• Teacher modeling (20 minutes)
Teacher will teach concept of national holidays and their origins. For example, teacher will talk about Thanksgiving, and its origins form 1621 at Plymouth Plantation. Students will learn about who the Pilgrims were, why they came to the “New World”, and who they met when they arrived (BrainPOPEducator, 1999-2018). Teacher will check for understanding by asking for a quick recap from students.
• Guided Practice (10 minutes)
Teacher will guide class read aloud, using the book “Hispanic Holidays” by Faith Winchester. Teacher will start read aloud by doing a picture walk through the book, and asking students to make predictions about what they think the story will be about. Teacher will then read the book, and stop throughout to allow students to comment and make connections to their personal lives. Class will discuss the holidays shown in the book, and talk about their own family traditions on those holidays. Teacher will ask for, and answer, any questions from students before moving.
• Practice (independent, partner, group) (15 minutes)
Students will work independently to create a short story book in which they will write and illustrate things representing their favorite holiday. The holiday must be current holidays that take place in the united states for example: Christmas, Easter, Thanksgiving, etc. Students are to explain why this is their favorite holiday, and describe their family traditions for celebrating this holiday. Teacher will walk around classroom to encourage students on their work and be of any assistance needed.
• Closure (7 minutes)
Students will present their short stories to the class. Teacher will check for understanding by listening to analyzing the short stories, checking that the content of them aligns with the days lesson.
DAY 2
Grade Level: 1st Grade Number of Students: 22
Standards Social Studies: (b) Knowledge and skills.
(1) History. The student understands the origins of customs, holidays, and celebrations. The student is expected to:
(A) describe the origins of customs, holidays, and celebrations of the community, state, and nation such as San Jacinto Day, Independence Day, and Veterans Day; and
(B) compare the observance of holidays and celebrations, past and present.
Standards Science: (b) Knowledge and skills.
(8) Earth and space. The student knows that the natural world includes the air around us and objects in the sky. The student is expected to:
(A) record weather information, including relative temperature such as hot or cold, clear or cloudy, calm or windy, and rainy or icy;
(C) identify characteristics of the seasons of the year and day and night; and
Objectives 1-2 must be sequential
Student will be introduced to, and will be able to identify the concept of the different national holidays along with the four season of the year.
Strategies for English Language Learners and Learners with Special Needs
Teacher will recap the seasons and national holidays with a brief description of it in the native language of the ELL students and answer any questions they may have. The teacher will also provide a visual representation of the season on the board for the students. During the lesson the EL students will be allowed to respond in their native language. Both ELLs and Special Needs students will be given extra time to complete their assignment.
Materials and Resources
Poster
Colors/ Markers
Instructional Sequence (instructional strategies and learning tasks)
• the purpose of the lesson for students ( 5 minutes)
Students will be introduced to the 4 seasons and identify what different national holidays correspond to what holidays. Students will identify both the seasons and the holidays and will make connections between to two to figure out which holidays are related to which season.
• Accessing prior knowledge (5 minutes)
Teacher will access prior knowledge by starting a discussion. Teacher will ask students what their favorite season is. Teacher will then ask students to think about what holidays take place during that holiday.
• Teacher modeling (15 minutes)
Teacher will teach different national holidays, and when they take place. For example, Mother’s day is celebrated on the second Sunday May during Spring, Father’s Day is celebrated on the third Sunday of June during Spring, and Veteran’s Day on November 11 during the Fall. Teacher will allow students to ask questions before moving on.
• Guided Practice (5 minutes)
Teacher will make 4 sections on the board for the 4 seasons. Teacher will start off the guided practice by adding a holiday for every section. Students will then contribute other holidays for the teacher to record under the corresponding holiday section.
• Practice (independent, partner, group) (15 minutes)
In groups, students will receive a poster board divided into 4 sections. Each section will have a different figure representing the four seasons; snowflake for winter, flowers for spring, sun for summer, and leaves for autumn. For each figure, they will write down or illustrate the different celebrations that take place during that season, and activities that can be done.
• Closure (10 minutes)
Students will present their posters and explain their representation of the holidays for each season. To check for understanding, teacher will analyze poster to ensure that they align with the day’s lesson.
DAY 3
Grade Level: 1st Grade Number of Students: 22
Standards Social Studies: (b) Knowledge and skills.
(1) History. The student understands the origins of customs, holidays, and celebrations. The student is expected to:
(A) describe the origins of customs, holidays, and celebrations of the community, state, and nation such as San Jacinto Day, Independence Day, and Veterans Day; and
(B) compare the observance of holidays and celebrations, past and present.
Standards Science: (b) Knowledge and skills.
(8) Earth and space. The student knows that the natural world includes the air around us and objects in the sky. The student is expected to:
(A) record weather information, including relative temperature such as hot or cold, clear or cloudy, calm or windy, and rainy or icy;
(C) identify characteristics of the seasons of the year and day and night; and
Objectives 1-2 must be sequential
Student will be introduced to, and will be able to identify the concept of the different traditions that take place on corresponding national holidays along with the appropriate attires used throughout the seasons.
Strategies for English Language Learners and Learners with Special Needs
Teacher will recap the seasons and national holidays with a brief description of it in the native language of the ELL students and answer any questions they may have. The teacher will also discuss the different traditions that go along with these holidays and the attire that corresponds to specific seasons. During the lesson the EL students will be allowed to respond in their native language. Both EL and Special Needs students will be given extra time to complete their assignment if needed.
Materials and Resources
projector
Illustrations
Instructional Sequence (instructional strategies and learning tasks)
• the purpose of the lesson for students ( 2.30 minutes)
Students will be able to identify what traditions correspond to specific holidays, and what clothing is appropriate.
• Accessing prior knowledge (2.30 minutes)
Teacher will access prior knowledge through an in class discussion. Teacher will ask students what holiday is coming up. Teacher will then ask what their family does to celebrate that holiday, as well as ask what clothing they wear during that time of year.
• Teacher modeling (15 minutes)
Teacher will introduce the concept of traditions. Teacher will focus on main holidays, such as Christmas or Thanksgiving. For example, traditionally, for Christmas families put up Christmas trees and put gifts under the tree. For Thanksgiving dinner, turkey is traditionally served.
• Guided Practice (5 minutes)
Using the overhead projector, teacher will demonstrate on an animation of a person. Based on the attire of the person and surroundings on the picture, students will help teacher determine what holiday the picture belongs to. For example, if the person is carving a turkey, students will identify that it corresponds to Thanksgiving. If the picture shows children with baskets hunting for eggs, students will identify that it corresponds to Easter.
• Practice (independent, partner, group) (15 minutes)
Working independently, students will write a short paragraph in which they describe in detail a specific holiday of their choosing and the traditions that their family follows with it. Students can also add an illustration.
• Closure (15 minutes)
Students will read aloud their short essay to the class. This will be followed by a discussion of what they learned from their classmates about their family traditions. What do other families do similarly to their family? What do they do different? Teacher will check for understanding by listening to discussion, checking for students understanding of what traditions are.
DAY 4
Grade Level: 1st grade Number of Students: 22
Standards Social Studies: (b) Knowledge and skills.
(1) History. The student understands the origins of customs, holidays, and celebrations. The student is expected to:
(A) describe the origins of customs, holidays, and celebrations of the community, state, and nation such as San Jacinto Day, Independence Day, and Veterans Day; and
(B) compare the observance of holidays and celebrations, past and present.
Standards Science: (b) Knowledge and skills.
(8) Earth and space. The student knows that the natural world includes the air around us and objects in the sky. The student is expected to:
(A) record weather information, including relative temperature such as hot or cold, clear or cloudy, calm or windy, and rainy or icy;
(C) identify characteristics of the seasons of the year and day and night; and
Objectives 1-2 must be sequential
Student will be introduced to, and will be able to identify, holidays and celebrations that take place in their community.
Strategies for English Language Learners and Learners with Special Needs
Teacher will recap holidays and celebrations ahead of time with ELL students in student’s native language. Teacher will also provide student with a list of community celebrations with their descriptions in student’s native language. Learners with special needs will be provided with a list of the same community celebrations with illustrations and specific descriptions. During the lesson the EL students will be allowed to respond in their native language. Both EL and Special Needs students will be given extra time to complete their assignment if needed.
Materials and Resources
Instructional Sequence (instructional strategies and learning tasks)
• the purpose of the lesson for students (1.30 minutes)
Student will be able to identify what holidays or celebrations take place in their community.
• Accessing prior knowledge (1.30 minutes)
Teacher will explain that every community has their own traditions. Teacher will engage students by asking them to reflect on what holiday traditions take place in their community. What do you remember seeing around town during Thanksgiving time? What do you remember seeing around town during Christmas time?
• Teacher modeling (10 minutes)
Teacher will talk about the different celebrations that take place in our community. For example, Charro Days are celebrated between February and March, in Brownsville. Border Fest is held annually on the first weekend in March in Hidalgo. Hidalgo Festival of Lights is held each year in December. This festival is the largest light display in Texas, featuring more than 3 million lights and over 500 large lighted displays along a 3 mile trail through Hidalgo, and the festival starts at sunset every night throughout the month of December (Ortiz, 2018).
• Guided Practice (18 minutes)
Students will listen to guest speaker, Sandra Rodriguez, Vice President of the Charro Day committee. Sandra Rodriguez will lead a class discussion, in which she explains the origins of Charro Day, why it is celebrated, and the importance of Charro Day to our community. Sandra Rodriguez will explain that Charro Days began as a way to uplift the community during the Great Depression. In its beginning stages, the festival consisted of “elegant costume balls”, whereas nowadays that no longer takes place. From the beginning, however, there has always been a grand parade. (Ortiz, 2018)
• Practice (independent, partner, group) (15 minutes)
Students will create a short writing sample comparing and contrasting the traditions of Charro Days from when it first originated to the traditions of present day. How has the celebration changed? What has remained the same? What would you like to see incorporated?
• Closure (9 minutes)
Students will recap the main points of their writing sample to the class. Teacher will check for understanding by listening to student’s recaps and checking that their writing sample aligns with the day’s lesson.
DAY 5
Grade Level: 1st grade Number of Students: 22
Standards Social Studies: (b) Knowledge and skills.
(1) History. The student understands the origins of customs, holidays, and celebrations. The student is expected to:
(A) describe the origins of customs, holidays, and celebrations of the community, state, and nation such as San Jacinto Day, Independence Day, and Veterans Day; and
(B) compare the observance of holidays and celebrations, past and present.
Standards Science: (b) Knowledge and skills.
(8) Earth and space. The student knows that the natural world includes the air around us and objects in the sky. The student is expected to:
(A) record weather information, including relative temperature such as hot or cold, clear or cloudy, calm or windy, and rainy or icy;
(C) identify characteristics of the seasons of the year and day and night; and
Objectives 1-2 must be sequential
The students will use their prior knowledge from the lessons that took place throughout the week to complete their project. Students will be able to use the lesson on holidays to create their own holiday.
Strategies for English Language Learners and Learners with Special Needs
Teacher will explain the assignment ahead of time to ELL student and special needs student. Teacher will recap; seasons, national holidays, traditions, and attire in the native language of the ELL students, and answer any questions they may have. Teacher will ensure that students have a clear understanding of the material and the project at hand. During the activity the EL students will be allowed to respond and communicate with their group in their native language. Both EL and Special Needs students will be given extra time to complete their assignment if needed. Teacher will be available to assist students when needed.
Materials and Resources
Poster
Colors/ markers
Instructional Sequence (instructional strategies and learning tasks)
• the purpose of the lesson for students ( 1.30 minutes)
Students will use their prior knowledge to engage in and in-class activity, in which they will bring together the material that they discussed throughout the entire week.
• Accessing prior knowledge (10 minutes)
Teacher will ask for a recap of the week’s lesson. What holidays did we talk about? During what seasons do these take place? What are some of the traditions that go with these holidays? When did they originate, and why are they celebrated? How have some traditions changed over time? What celebrations take place in your community?
• Teacher modeling (3.30 minutes)
Teacher will give instructions for end of lesson project. Students are to make up their own holiday for their community. What are some important events that have occurred in your community that deserve to be celebrated? Who is an important figure in your community who deserves recognition? What is something fun that can be celebrated in your community? What traditions would go with it? When would this celebration take place?
• Guided Practice (5 minutes)
The teacher will give an example of a the holiday they made up. For example, teacher made up a holiday name Merry Pupmas, which takes place every year on April 14. During this holiday, everybody gets the day off of work and school. It is tradition during this holiday to go to all the different animal shelters around your community and play with all the animals that are there. There is a huge celebration at the Edinburg Municipal Park, in which everyone takes an abundance of dog treats and toys for all the puppies from all the shelters to come and enjoy and take home.
• Practice (independent, partner, group) (20 minutes)
In groups, students will create their “Time to Celebrate!” poster in which they will depict their holiday. They will include their own illustrations and descriptions of what the holiday is, the season during which it takes place, the traditions that will go with it, and why it is celebrated or what it celebrates.
• Closure (15 minutes)
Students will have an in-class presentation, during which they will present their holiday. Students will describe and explain their holiday. Teacher will check for understanding by analyzing presentation, using rubric to check for alignment with the lessons.
DAY 6
Grade Level: 1st Grade Number of Students: 22
Standards Social Studies: (b) Knowledge and skills.
(1) History. The student understands the origins of customs, holidays, and celebrations. The student is expected to:
(A) describe the origins of customs, holidays, and celebrations of the community, state, and nation such as San Jacinto Day, Independence Day, and Veterans Day; and
(B) compare the observance of holidays and celebrations, past and present.
Standards Science: (b) Knowledge and skills.
(8) Earth and space. The student knows that the natural world includes the air around us and objects in the sky. The student is expected to:
(A) record weather information, including relative temperature such as hot or cold, clear or cloudy, calm or windy, and rainy or icy;
(C) identify characteristics of the seasons of the year and day and night; and
Instructional Sequence (instructional strategies and learning tasks)
• the purpose of the lesson for students (5 minutes)
Student will demonstrate understanding of; what a holiday is, what holidays occur during what seasons, what traditions are, and what celebrations occur in their community.
• Accessing prior knowledge (10 minutes)
Teacher will ask students to recap what they have learned about national holidays. What have we learned about holidays? What are some holidays we talked about and when do they take place? What are the traditions of these holidays? What celebrations and traditions do we have in our community?
• Closure (40 minutes)
Students will take an assessment.
Dublin Core
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Title
A name given to the resource
Time to Celebrate Lesson Plan
Subject
The topic of the resource
National Holidays
History/Social Studies
Community
Rio Grande Valley
Holidays
1st grade
Description
An account of the resource
The purpose of this lesson is to help students understand the different holidays, traditions, and celebrations that take place in their community. It is important for students to learn about holidays, because they learn the history behind the holidays. When studying holidays, students learn about historical events that have changed our society. In addition, students learn about important historical figures. This teaches students that people can make important changes in the world, and teaches the importance of honoring and remembering our historical figures. Learning about holidays and holiday traditions teaches students about national unity, as it is one thing that is celebrated across the nation. It allows students to feel a part of a larger community. Lastly, it is vital that students learn about celebrations in their community because it teaches cultural unity, as it teaches them about their own culture and community. This also allows students to feel a part of their own community, and gives them examples of historical figures that they can relate to and look up to. Some of the different holidays that they will learn about are Independence Day, Easter, Labor Day, Thanksgiving, Christmas, Veterans day, Memorial Day, Mother’s Day, and Father’s Day. Students will also learn about celebrations that take place in their community, such as Charro Days and Border Fest.
Creator
An entity primarily responsible for making the resource
Glenda Molina
Source
A related resource from which the described resource is derived
UTRGV College of Education
EDCI 3335-35, Fall 2018
Publisher
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University of Texas Rio Grande Valley Special Collections and University Archives
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
Identifier
An unambiguous reference to the resource within a given context
LessonPlan-CelebrationsHolidays-MolinaGlenda
Rights
Information about rights held in and over the resource
Molina, Glenda. (2018). Time to Celebrate Lesson Plan. Retrieved from https://rgvprimarysourceguides.omeka.net/items/show/38