4 25 841 https://omeka.utrgv.edu/files/original/e7de700bab151fc8e8d6ae32500922b1.tif 4b4d5427951e617dd0e77fe7571d15fa Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Hurricane Beulah 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 Water Problems? Subject The topic of the resource Hurricane Natural Disasters Flooding Hurricane Beulah, 1967 Description An account of the resource Newspaper clipping depicting a sign with an "ironic touch of humor." The sign is nearly covered by the flooding caused by hurricane Beulah in 1967. Source A related resource from which the described resource is derived University of Texas Rio Grande Valley Special Collections and University Archives Date A point or period of time associated with an event in the lifecycle of the resource 2006 Contributor An entity responsible for making contributions to the resource University of Texas Rio Grande Valley Rights Information about rights held in and over the resource LRGV; Hidalgo County Drainage District No.1, 2006. Water Problems?, 1967. University Library, Special Collections & University Archives, University of Texas Rio Grande Valley, Edinburg, Texas. Format The file format, physical medium, or dimensions of the resource TIFF Language A language of the resource English Type The nature or genre of the resource Image Identifier An unambiguous reference to the resource within a given context HurricaneBeulah-DrainageBooklet-003 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Edinburg, Texas Pharr, Texas Rio Grande Valley Beulah flooding hurricane newspaper https://omeka.utrgv.edu/files/original/68863c24fad079eb6ebc2d17f86c5d3c.tif cc80e30531c743283b25d1b2c3e3552a Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Hurricane Beulah Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Hurricane Beulah: Balboa Acres - McAllen Subject The topic of the resource Hurricane Natural Disasters Flooding Hurricane Beulah, 1967 Description An account of the resource A photograph of Balboa Acres in McAllen flooded by hurricane Beulah in 1967. Source A related resource from which the described resource is derived University of Texas Rio Grande Valley Special Collections and University Archives Date A point or period of time associated with an event in the lifecycle of the resource 2006 Contributor An entity responsible for making contributions to the resource University of Texas Rio Grande Valley Rights Information about rights held in and over the resource LRGV; Hidalgo County Drainage District No.1, 2006. Hurricane Beulah: Balboa Acres - Mcallen, 1967. University Library, Special Collections & University Archives, University of Texas Rio Grande Valley, Edinburg, Texas. Format The file format, physical medium, or dimensions of the resource TIFF Language A language of the resource English Type The nature or genre of the resource Image Identifier An unambiguous reference to the resource within a given context HurricaneBeulah-DrainageBooklet-004 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant McAllen, Texas Rio Grande Valley Beulah flooding hurricane McAllen https://omeka.utrgv.edu/files/original/fe0ec4db735c3afd688eb9560690ac4e.tif 8069950e5a1d6bb251f4225dda651e8f Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Hurricane Beulah 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 Lloyd Bentsen Home in Mission, Texas Subject The topic of the resource Hurricane Natural Disasters Flooding Hurricane Beulah, 1967 Description An account of the resource A picture of a flooded home in Mission, Texas caused by hurricane Beulah in 1967. Source A related resource from which the described resource is derived University of Texas Rio Grande Valley Special Collections and University Archives Date A point or period of time associated with an event in the lifecycle of the resource 2006 Contributor An entity responsible for making contributions to the resource University of Texas Rio Grande Valley Rights Information about rights held in and over the resource LRGV; Hidalgo County Drainage District No.1, 2006. Lloyd Bentsen Home, 1967. University Library, Special Collections & University Archives, University of Texas Rio Grande Valley, Edinburg, Texas. Format The file format, physical medium, or dimensions of the resource TIFF Language A language of the resource English Type The nature or genre of the resource Image Identifier An unambiguous reference to the resource within a given context HurricaneBeulah-DrainageBooklet-005 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Mission, Texas Rio Grande Valley Beulah flooding hurricane mission https://omeka.utrgv.edu/files/original/f21d22a2353de358461d8cc407c2b8ac.tif 153404fccf0a95880ebab391d3294859 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Hurricane Beulah Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data newspaper clipping Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource "Pan Am Under Water" Subject The topic of the resource Hurricane Natural Disasters Flooding Hurricane Beulah, 1967 Description An account of the resource A picture from the newspaper <em>The Daily Review</em> showing a flooded area around the Pan American College campus caused by hurricane Beulah. 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 The Daily Review (newspaper) Contributor An entity responsible for making contributions to the resource University of Texas Rio Grande Valley Rights Information about rights held in and over the resource LRGV; Hidalgo County Drainage District No.1, 2006. Pan Am Under Water, 1967. University Library, Special Collections & University Archives, University of Texas Rio Grande Valley, Edinburg, Texas. Format The file format, physical medium, or dimensions of the resource TIFF Language A language of the resource English Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context HurricaneBeulah-DrainageBooklet-006 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Rio Grande Valley Beulah campus flooding hurricane newspaper https://omeka.utrgv.edu/files/original/d2dbbbb6958779f4820b448686b65415.tif 882577d25a726c2392fab3391fa121d1 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Hurricane Beulah Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data photograph 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 Children During Hurricane Beulah Subject The topic of the resource Hurricane Natural Disasters Flooding Hurricane Beulah, 1967 Description An account of the resource An image of two children playing in flooded streets caused by Hurricane Beulah in 1967. Source A related resource from which the described resource is derived University of Texas Rio Grande Valley Special Collections and University Archives Date A point or period of time associated with an event in the lifecycle of the resource 1967 Contributor An entity responsible for making contributions to the resource University of Texas Rio Grande Valley Rights Information about rights held in and over the resource Lucy Wallace Collection; Children running around in a flooded area, 1967. ELIBR0020, Box 2, Folder 60, Children During Hurricane Beulah, 1967. University Library, Special Collections & University Archives, University of Texas Rio Grande Valley, Edinburg, Texas. Format The file format, physical medium, or dimensions of the resource TIFF Language A language of the resource English Type The nature or genre of the resource Image Identifier An unambiguous reference to the resource within a given context HurricaneBeulah-LucyWallaceCollection-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 Beulah children flooding hurricane https://omeka.utrgv.edu/files/original/0eead9229f7f1b14de7974da3c8c0c97.tif 0c8d4bda299a7520c785f656115c4684 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Hurricane Beulah Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data photograph 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 Business Flooded Subject The topic of the resource Hurricane Natural Disasters Flooding Hurricane Beulah, 1967 Description An account of the resource A photograph of a business flooded during hurricane Beulah in 1967. Source A related resource from which the described resource is derived University of Texas Rio Grande Valley Special Collections and University Archives Date A point or period of time associated with an event in the lifecycle of the resource 1967 Contributor An entity responsible for making contributions to the resource University of Texas Rio Grande Valley Rights Information about rights held in and over the resource Lucy Wallace Collection; A business flooded by heavy rains, 1967. ELIBR0020, Box 2, Folder 60, Business Flooded, 1967. University Library, Special Collections & University Archives, University of Texas Rio Grande Valley, Edinburg, Texas. Relation A related resource <a href="https://archivesspace.lib.utrgv.edu/resources/52#tree::archival_object_1226">Lucy Wallace Collection</a> Format The file format, physical medium, or dimensions of the resource TIFF Language A language of the resource English Type The nature or genre of the resource Image Identifier An unambiguous reference to the resource within a given context HurricaneBeulah-LucyWallaceCollection-002 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Rio Grande Valley Beulah flooding hurricane photographs primary source https://omeka.utrgv.edu/files/original/3fb5054569aa7e2518fbd8035fa74a2e.tif 0c7664bcd7c9cc494816be891a68ff43 https://omeka.utrgv.edu/files/original/907c9cc9b8cb3e93b35e7ce40874b496.tif 45d57afe5497425d3e7e94fad19f0c98 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Hurricane Beulah Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data photograph 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 Vehicles During Flooding Subject The topic of the resource Hurricane Natural Disasters Flooding Beulah Description An account of the resource A picture of two trucks from an electric company driving to restore electric power. The picture was taken in McAllen Texas during the hurricane Beulah's flooding. Source A related resource from which the described resource is derived University of Texas Rio Grande Valley Special Collections and University Archives Publisher An entity responsible for making the resource available University of Texas Rio Grande Valley Date A point or period of time associated with an event in the lifecycle of the resource 1967 Contributor An entity responsible for making contributions to the resource University of Texas Rio Grande Valley Rights Information about rights held in and over the resource Lucy Wallace Collection; Vehicles struggling to drive during flood, 1967. ELIBR0020, Box 2, Folder 60, Vehicles During Flooding, 1967. University Library, Special Collections & University Archives, University of Texas Rio Grande Valley, Edinburg, Texas. Relation A related resource <a href="https://archivesspace.lib.utrgv.edu/resources/52#tree::archival_object_1226">Lucy Wallace Collection</a> Format The file format, physical medium, or dimensions of the resource TIFF Language A language of the resource English Type The nature or genre of the resource Image Identifier An unambiguous reference to the resource within a given context HurricaneBeulah-LucyWallaceCollection-003-A HurricaneBeulah-LucyWallaceCollection-003-B Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Rio Grande Valley Beulah flooding hurricane McAllen primary source https://omeka.utrgv.edu/files/original/f459a2ba39ea96476de765c8e5438274.tif 197ad95de0a9348d7b164f71413e573e Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Hurricane Beulah Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data photograph 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 Shelters during Hurricane Beulah Subject The topic of the resource Hurricane Natural Disasters Flooding Hurricane Beulah, 1967 Emergency shelter Description An account of the resource Photograph of women and children in an emergency shelter during the flooding and rain of hurricane Beulah in 1967. Source A related resource from which the described resource is derived University of Texas Rio Grande Valley Special Collections and University Archives Date A point or period of time associated with an event in the lifecycle of the resource 1967 Contributor An entity responsible for making contributions to the resource University of Texas Rio Grande Valley Rights Information about rights held in and over the resource Lucy Wallace Collection; Women and children in a shelter, 1967. ELIBR0020, Box 2, Folder 60, Shelters during Hurricane Beulah, 1967. University Library, Special Collections & University Archives, University of Texas Rio Grande Valley, Edinburg, Texas. Relation A related resource <a href="https://archivesspace.lib.utrgv.edu/resources/52#tree::archival_object_1226">Lucy Wallace Collection</a> Format The file format, physical medium, or dimensions of the resource TIFF Language A language of the resource English Type The nature or genre of the resource Image Identifier An unambiguous reference to the resource within a given context HurricaneBeulah-LucyWallaceCollection-005 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Rio Grande Valley Beulah emergency hurricane primary source shelter https://omeka.utrgv.edu/files/original/05a3adf22581c2ba1faaff744137bf66.tif 13de16b63aaa1a3de4245b608f35d457 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Hurricane Beulah Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Hurricane Beulah across the border in Reynosa, Mexico Subject The topic of the resource Hurricane Natural Disasters Flooding Hurricane Beulah, 1967 Description An account of the resource A photograph of Reynosa Tamaulipas after hurricane Beulah in 1967. The streets can be seen flooded and water was knee-high. Source A related resource from which the described resource is derived University of Texas Rio Grande Valley Special Collections and University Archives Date A point or period of time associated with an event in the lifecycle of the resource 1967 Contributor An entity responsible for making contributions to the resource University of Texas Rio Grande Valley Rights Information about rights held in and over the resource Lucy Wallace Collection; Picture of a man after hurricane Beulah's flooding , 1967. ELIBR0020, Box 2, Folder 60, Hurricane Beulah across the border, 1967. University Library, Special Collections & University Archives, University of Texas Rio Grande Valley, Edinburg, Texas. Format The file format, physical medium, or dimensions of the resource TIFF Language A language of the resource English Type The nature or genre of the resource Image Identifier An unambiguous reference to the resource within a given context HurricaneBeulah-LucyWallaceCollection-006 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Reynosa, Tamaulipas primary source https://omeka.utrgv.edu/files/original/4c457286e555aab8e439cd2dbf9762a8.jpg 5b0f84a8915f3e7828aae25d5d4da4dc Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Hurricane Beulah 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 Farm Crop Damage is Estimated $1 Billion Subject The topic of the resource Hurricane Natural Disasters Flooding Beulah Crop Damage Agriculture Description An account of the resource Newspaper article regarding the estimated crop damage caused by hurricane Beulah. They estimated a $1 billion crop damage. Creator An entity primarily responsible for making the resource Gordon Schendel 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 Valley Morning Star Date A point or period of time associated with an event in the lifecycle of the resource 1967-09-27 1967 Contributor An entity responsible for making contributions to the resource University of Texas Rio Grande Valley Rights Information about rights held in and over the resource LRGV; Hurricane Beulah!, 1967. Farm Crop Damage is Estimated $1 Billion, 1967. University Library, Special Collections & University Archives, University of Texas Rio Grande Valley, Edinburg, Texas. Format The file format, physical medium, or dimensions of the resource JPEG Language A language of the resource English Type The nature or genre of the resource Image Identifier An unambiguous reference to the resource within a given context HurricaneBeulah-CompilationBook-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/04526ab41500e2848a18137c60fd7046.jpg 960bcad7191d4768f18a0acf99fb93d5 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Hurricane Beulah Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Newspaper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Tell the story of BEULAH! Subject The topic of the resource Hurricane Natural disasters Flooding Hurricane Beulah, 1967 Description An account of the resource Newspaper front cover about hurricane Beulah. The author uses a narrative approach to tell a story about the hurricane. 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 Rio Grande Valley newspapers <em>Valley Morning Star</em> <em>Valley Evening Monitor</em> <em>The Brownsville Herald</em> Date A point or period of time associated with an event in the lifecycle of the resource 1967-10-20 1967 Contributor An entity responsible for making contributions to the resource University of Texas Rio Grande Valley Rights Information about rights held in and over the resource LRGV; Hurricane Beulah!, 1967. Tell the story of BEULAH!, 1967. University Library, Special Collections & University Archives, University of Texas Rio Grande Valley, Edinburg, Texas. Format The file format, physical medium, or dimensions of the resource JPEG Language A language of the resource English Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context HurricaneBeulah-CompilationBook-002 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Rio Grande Valley Beulah hurricane newspaper primary source https://omeka.utrgv.edu/files/original/b72791e787450a98b418a88d2bfffa1b.jpg eb588f2eb8b089db8e223793ccdb6414 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Hurricane Beulah Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Newspaper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Damage Caused by Hurricane Beulah Subject The topic of the resource Hurricane Natural Disasters Flooding Hurricane Beulah, 1967 Description An account of the resource Two pictures of the damage that was caused after hurricane Beulah. Source A related resource from which the described resource is derived University of Texas Rio Grande Valley Special Collections and University Archives Publisher An entity responsible for making the resource available <em>Valley Morning Star</em> Date A point or period of time associated with an event in the lifecycle of the resource 1967-10-28 1967 Contributor An entity responsible for making contributions to the resource University of Texas Rio Grande Valley Rights Information about rights held in and over the resource LRGV; Hurricane Beulah!, 1967. Damage caused by hurricane Beulah, 1967. University Library, Special Collections & University Archives, University of Texas Rio Grande Valley, Edinburg, Texas. Format The file format, physical medium, or dimensions of the resource JPEG Language A language of the resource English Type The nature or genre of the resource Image Identifier An unambiguous reference to the resource within a given context HurricaneBeulah-CompilationBook-003 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Rio Grande Valley Beulah hurricane newspaper primary source https://omeka.utrgv.edu/files/original/8ca6f2b990597a3e48da82df4071a3d7.jpg 69867bdd5f2c363aebe7cc88e9f9e8fa Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Map of hurricane Beulah's path through south Texas, 1967 Subject The topic of the resource Hurricane Beulah, 1967 Description An account of the resource An excerpt from a publication on Hurricane Beulah shows a map of where it struck in South Texas. Creator An entity primarily responsible for making the resource J. Edwin Harvey Source A related resource from which the described resource is derived "Portrait of Beulah," The University of Texas Rio Grande Valley Special Collections and University Archives. Publisher An entity responsible for making the resource available San Benito News [newspaper] Date A point or period of time associated with an event in the lifecycle of the resource 1967-11-11 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Hurricane Beulah Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data newspaper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Portrait of Beulah Subject The topic of the resource Hurricane Natural Disasters Flooding Hurricane Beulah, 1967 Description An account of the resource A map of where hurricane Beulah struck in south Texas. Creator An entity primarily responsible for making the resource J. Edwin Harvey Source A related resource from which the described resource is derived University of Texas Rio Grande Valley Special Collections and University Archives Publisher An entity responsible for making the resource available <em>San Benito News</em> Date A point or period of time associated with an event in the lifecycle of the resource 1967-11-11 1967 Contributor An entity responsible for making contributions to the resource University of Texas Rio Grande Valley Rights Information about rights held in and over the resource LRGV; Hurricane Beulah!, 1967. Map of hurricane Beulah's path through south Texas, 1967. University Library, Special Collections & University Archives, University of Texas Rio Grande Valley, Edinburg, Texas. Relation A related resource JPEG Format The file format, physical medium, or dimensions of the resource JPEG Language A language of the resource English Type The nature or genre of the resource Image Identifier An unambiguous reference to the resource within a given context HurricaneBeulah-CompilationBook-005 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Rio Grande Valley Beulah hurricane newspaper primary source https://omeka.utrgv.edu/files/original/06928913bc132aa941640f8b86a1dbea.jpg 67423c662f17d3c14c0cf8be5597a51b Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Alternative Title An alternative name for the resource. The distinction between titles and alternative titles is application-specific. Newspaper article one year after the hurricane Beulah. The article estimates how much the affected counties had to pay in repairs for public facilities. The writer also explains that the areas have little to no traces from the hurricane. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Hurricane Beulah Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Text Any textual data included in the document newspaper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Beulah's Traces Linger in Valley Subject The topic of the resource Hurricane Natural Disasters Flooding Hurricane Beulah, 1967 Description An account of the resource Newspaper article one year after the hurricane Beulah. The article estimates how much the affected counties had to pay in repairs for public facilities. The writer also explains that the areas have little to no traces from the hurricane. Creator An entity primarily responsible for making the resource Hoyt Hager Source A related resource from which the described resource is derived University of Texas Rio Grande Valley Special Collections and University Archives Publisher An entity responsible for making the resource available <em>The Corpus Christi Caller-Times</em> Date A point or period of time associated with an event in the lifecycle of the resource 1968-09-22 Contributor An entity responsible for making contributions to the resource University of Texas Rio Grande Valley Rights Information about rights held in and over the resource LRGV; Hurricane Beulah!, 1967. Beulah's Traces Linger in Valley, 1967. University Library, Special Collections & University Archives, University of Texas Rio Grande Valley, Edinburg, Texas. Format The file format, physical medium, or dimensions of the resource JPEG Language A language of the resource English Type The nature or genre of the resource Image Identifier An unambiguous reference to the resource within a given context HurricaneBeulah-CompilationBook-005 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Rio Grande Valley Alternative Title An alternative name for the resource. The distinction between titles and alternative titles is application-specific. Newspaper article one year after the hurricane Beulah. The article estimates how much the affected counties had to pay in repairs for public facilities. The writer also explains that the areas have little to no traces from the hurricane. Beulah hurricane newspaper primary source https://omeka.utrgv.edu/files/original/067a06acbc198b8463a2bedd2313a8e2.pdf 18aa565a87d9eaca34210bb5e6ee398e Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Grape Strike Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Text Any textual data included in the document typed letter, correspondence Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource American Farm Bureau Federation Subject The topic of the resource Strikes and lockouts Rio Grande Valley, Texas Chicano movement Agriculture and politics Mexican Americans Texas Farm Workers Union Boycotts Grapes--Harvesting Description An account of the resource Jack Angell writes to Charlie Rankin telling him what could happen to the agricultural industry if the grape strike continues. Creator An entity primarily responsible for making the resource Jack Angell Source A related resource from which the described resource is derived University of Texas Rio Grande Valley Special Collections and University Archives Date A point or period of time associated with an event in the lifecycle of the resource 1968-10-11 1968 Contributor An entity responsible for making contributions to the resource University of Texas Rio Grande Valley Rights Information about rights held in and over the resource Paul Henggeler Collection; letter to address grape strike, 1967. ELIBR0152, Box 1, Folder 2, American Farm Bureau Federation, 1967. University Library, Special Collections & University Archives, University of Texas Rio Grande Valley, Edinburg, Texas. Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context GRAPESTRIKE-AmericanFarmBooklet-19681011-001 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Edinburg, Texas Rio Grande Valley agriculture American Farm Bureau Federation boycott Charles Rankin farm workers grape strike Jack Angell primary source strike https://omeka.utrgv.edu/files/original/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 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 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 An entity responsible for making the resource available Perishable Agricultural Commodities Corporation Date A point or period of time associated with an event in the lifecycle of the resource c. 1968 Rights Information about rights held in and over the resource 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 The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context GRAPESTRIKE-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 https://omeka.utrgv.edu/files/original/8ab169d17eed7119aa5627d65fe00351.pdf b4580038a4c014f342151915e6baf313 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource RGV Primary Source Guides Identifier An unambiguous reference to the resource within a given context https://doi.org/10.51734/DC0001 Description An account of the resource <!-- Google tag (gtag.js) --> 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 §113.14. Estudios Sociales, tercer grado, a partir del año escolar 2011-2012. (b) Conocimientos y destrezas. (1) Historia. El estudiante entiende cómo los individuos, los acontecimientos y las ideas han influenciado la historia de las diferentes comunidades. Se espera que el estudiante: (A) describa cómo los individuos, los acontecimientos y las ideas han cambiado las comunidades, en el pasado y en el presente; Objectives 1. El estudiante podrá identificar los daños causados por un desastre natural. 2. El estudiante aplicara su conocimiento para comparar dos huracanes. 3. El estudiante creara su propio reporte sobre un huracán. 1. The student would be able to identify damages caused by a natural disaster. 2. The student would be able to apply their knowledge when comparing between two hurricanes. 3. The student will be able to create their own report about a hurricane. Materials • Papel a color • Pegamento • Tecnología para mostrar video • Tecnología para que los estudiantes investiguen información en grupos. • Ticket de salida 3, 2, 1 Lesson Plan Text Teacher: (Maestra) Mrs. Oneida Garcia Date: (fecha) Marzo 4, 2019 – Marzo 8, 2019 Monday Subject / grade level: (Tema/ Nivel de grado) Estudios sociales – Como prepararse para un desastre natural en el Valle de Rio Grande Materials: (Materiales) • Papel a color • Pegamento • Tecnología para mostrar video • Tecnología para que los estudiantes investiguen información en grupos. • Ticket de salida 3, 2, 1 Vocabulary: (vocabulario) • Tormenta tropical (Tropical Storm) • Categoría (Category) • Reporte climatológico (Weather report) • Tornados (Tornadoes) • Inundación (Flooding) • Daños (Damage) • Evacuación (Evacuation) NC SCOS Essential Standards and Clarifying Objectives §113.14. Estudios Sociales, tercer grado, a partir del año escolar 2011-2012. (b) Conocimientos y destrezas. (1) Historia. El estudiante entiende cómo los individuos, los acontecimientos y las ideas han influenciado la historia de las diferentes comunidades. Se espera que el estudiante: (A) describa cómo los individuos, los acontecimientos y las ideas han cambiado las comunidades, en el pasado y en el presente; Lesson objective(s): (Objetivos de la lección) 1. El estudiante podrá identificar los daños causados por un desastre natural. 2. El estudiante aplicara su conocimiento para comparar dos huracanes. 3. El estudiante creara su propio reporte sobre un huracán. 1. The student would be able to identify damages caused by a natural disaster. 2. The student would be able to apply their knowledge when comparing between two hurricanes. 3. The student will be able to create their own report about a hurricane. Differentiation strategies to meet diverse learner needs: ELL: Los estudiantes aprendices de ingles podrán entender la lección ya que es dada en español, y lo respaldaran con representación visual. ENGAGEMENT • La maestra preguntara que es un desastre natural? • La maestra mostrara un video sobre como se forma un huracán. • https://www.youtube.com/watch?v=XfEWcWVSKQo • Los estudiantes preguntaran: Como podemos evitar un huracán? Que debemos durante el huracán? Cual es la mejor manera de protegerse de un huracán? EXPLORATION • Los estudiantes investigaran sobre como se clasifica un huracán. • Buscaran información sobre la velocidad de los vientos de cada categoría. • La maestra preguntara que tan fuertes son los vientos en la categoría 3? • Aprenderán sobre los daños que causa cada huracán dependiendo de su categoría. • La maestra hará preguntas para mantenerlos enfocados, como por ejemplo: Cuanto daño hace un huracán en categoría 1? En categoría 5? EXPLANATION • La maestra explicara sobre el método que se utiliza para clasificar los huracanes y como se forman • Cada grupo tendrá la oportunidad de explicar sobre la información que encontraron • La maestra preguntara: Que podíamos hacerle a nuestras casas para reforzarlas si sabemos que viene un huracán muy fuerte? • Como podemos prevenir que entre el agua a nuestras casa? ELABORATION • Los estudiantes van a crear una representación de un huracán usando los materiales proporcionados. • Usando una hoja de papel a color, la van a doblar a la mitad en forma horizontal. En la parte de abajo crearan los círculos de un huracán, en la parte de arriba podrán escribir algo que aprendieron sobre como se forma un huracán, o cuantas categorías existen. • Los estudiantes utilizaran palabras claves del vocabulario como: Categoría, inundaciones, daños o tormenta tropical. • Es importante que los estudiantes estén informados, ellos podrán prepararse mejor en caso de un desastre natural en el Valle de Rio Grande. EVALUATION • Los estudiantes trabajaran en una hoja de papel 3, 2, 1 boleto de salida. • Escribirán tres cosas que aprendieron de la lección. • Dos preguntas o dudas que aun tengan • Una idea o algo que recordaran sobre la lección Teacher: Mrs. Oneida Garcia Date: Marzo 4, 2019 – Marzo 8, 2019 Tuesday Subject / grade level: Estudios sociales – Como prepararse para un desastre natural en el Valle de Rio Grande Materials: • Tecnología para mostrar fotografías y video • Tecnología para que cada grupo investigue que tipo de ayudas existen después de un huracán. • Marcadores • Hoja de actividad: mochila de preparación • Boleto de salida 3, 2, 1 Vocabulario: • Tormenta tropical • Categoría • Reporte climatológico • Tornados • Inundación • Daños • Evacuación NC SCOS Essential Standards and Clarifying Objectives §113.14. Estudios Sociales, tercer grado, a partir del año escolar 2011-2012. (b) Conocimientos y destrezas. (1) Historia. El estudiante entiende cómo los individuos, los acontecimientos y las ideas han influenciado la historia de las diferentes comunidades. Se espera que el estudiante: (A) describa cómo los individuos, los acontecimientos y las ideas han cambiado las comunidades, en el pasado y en el presente; Lesson objective(s): 1. El estudiante podrá identificar los daños causados por un desastre natural. 2. El estudiante aplicara su conocimiento para comparar dos huracanes. 3. El estudiante creara una lista de cosas necesarias que llevaría en su mochila en caso de un huracán. Differentiation strategies to meet diverse learner needs: Los estudiantes aprendices de ingles podrán entender la lección ya que es dada en español, y lo respaldaran con representación visual. ENGAGEMENT • La maestra mostrara varias fotografías del Huracán Beulah y un video acerca personas que contara lo vivido durante el huracán Beulah. • https://www.youtube.com/watch?v=tUUAA4RDAXs • La maestra les preguntara a los estudiantes: que ven en los fotografías? A que les recuerda? En que tiempo creen que ocurrió? Donde creen que paso? • Los estudiantes harán preguntas como: Cuando paso esto, hace cuantos años? Que podemos hacer si algo así sucediera ahora en el Valle de Tejas? Como podemos prevenir un desastre natural? EXPLORATION • Los estudiantes leerán artículos sobre Beulah y subrayaran lo que les pareció importante. • Por ejemplo: Cuales fueron los daños que causo, y que tan Fuertes eran los vientos. • La maestra preguntara: Que hubiera pasado diferente si hubiera sido solo una tormenta tropical? • Que creen ustedes que hicieron las personas? Como se prepararon? Cuando empezó la preparación? EXPLANATION • Cada grupo tendrá la oportunidad de explicar sus hallazgos y presentar sus dibujos, la maestra entonces mostrara una poster con cada clasificación. • La maestra explicara que hay maneras de prepararse para un huracán, como preparando una mochila con las cosas mas necesitadas. • Preguntara: Que son algunas cosas que llevarías en tu mochila? Y porque escogiste llevarlas? • De que manera te ayudaran a sobrevivir durante el huracán? ELABORATION • Cada estudiante trabajara individual para completar una hoja de actividad donde harán su propia mochila para una emergencia como un huracán. • Se usaran términos como : baterías, linternas, radio • Los estudiantes estarán preparados para saber que solo lo importante y necesario se puede llevar. • Usaran esta información para ayudar a empacar a su familia. EVALUATION • Los estudiantes trabajaran en una hoja de papel 3, 2, 1 boleto de salida. • Escribirán tres cosas que aprendieron de la lección. • Dos preguntas o dudas que aun tengan • Una idea o algo que recordaran sobre la lección • Tarea: Los niños tendrán de tarea preguntarle a sus padres o abuelitos si ellos conocen y tienen su propia historia del huracán Beulah Teacher: Mrs. Oneida Garcia Date: Marzo 4, 2019 – Marzo 8, 2019 Wednesday Subject / grade level: Estudios sociales – Como prepararse para un desastre natural en el Valle de Rio Grande Materials: • Copia de información sobre huracán Katrina • Papel grafico para diagrama venn • Marcadores • Actividad sobre un reporte de huracán • Fotografías de huracán Harvey, Katrina, y Beulah Vocabulario: • Tormenta tropical • Categoría • Reporte climatológico • Tornados • Inundación • Daños • Evacuación NC SCOS Essential Standards and Clarifying Objectives §113.14. Estudios Sociales, tercer grado, a partir del año escolar 2011-2012. (b) Conocimientos y destrezas. (1) Historia. El estudiante entiende cómo los individuos, los acontecimientos y las ideas han influenciado la historia de las diferentes comunidades. Se espera que el estudiante: (A) describa cómo los individuos, los acontecimientos y las ideas han cambiado las comunidades, en el pasado y en el presente; Lesson objective(s): 1. El estudiante podrá identificar los daños causados por un desastre natural 2. El estudiante aplicara su conocimiento para comparar dos huracanes. Differentiation strategies to meet diverse learner needs: ELL: Los estudiantes aprendices de ingles podrán entender la lección ya que es dada en español, y lo respaldaran con representación visual. ENGAGEMENT • Los estudiantes podrán compartir sobre las historias que escucharon de sus abuelitos o familiares en el tiempo del huracán Beulah. • Los estudiantes preguntaran: ¿Que podría ser diferente si esto ocurriera ahora? • ¿Que otras formas habría de ayuda? • ¿Que harías diferente? EXPLORATION • Los estudiantes investigaran sobre otro huracán, Katrina. • Investigaran sobre que categoría fue y los daños e inundaciones que causo. • ¿Como podemos saber si fue igual de fuerte que Beulah? • ¿Porque creen eso?? Que te hace pensar eso?• EXPLANATION • Los estudiantes trabajaran en un papel grafico para crear su propio diagrama venn. • Escribirán las similitudes y diferencias sobre los dos huracanes comparados. • Tendrán la oportunidad de compartirlo con la clase. ELABORATION • Los estudiantes escribirán su propio reporte climatológico, reportando la llegada de un huracán. • Podrán elegir el nombre, categoría, fuerza de vientos, y tendrán que incluir mínimo dos advertencias que la gente puede seguir. • Si hay suficiente tiempo algunos estudiantes serán elegidos para presentar su reporte a sus compañeros. EVALUATION • Los estudiantes escribirán en una tarjeta de salida lo que mas les gusto de lo aprendido hoy. • La entregaran al terminar la lección Teacher: Mrs. Oneida Garcia Date: Marzo 4, 2019 – Marzo 8, 2019 Thursday Subject / grade level: Estudios sociales – Como prepararse para un desastre natural en el Valle de Rio Grande Materials: • Tecnología • Biografía de Dr. Mario E. Ramírez • Papel grafico • Colores, marcadores Vocabulario: • Donaciones • Cruz roja • Voluntarios NC SCOS Essential Standards and Clarifying Objectives §113.14. Estudios Sociales, tercer grado, a partir del año escolar 2011-2012. (b) Conocimientos y destrezas. (11) Ciudadanía. El estudiante entiende las características del concepto de buena ciudadanía como lo ejemplifican figuras históricas y contemporáneas. Se espera que el estudiante: (B) identifique personajes históricos tales como Helen Keller y Clara Barton y figuras contemporáneas tales como Ruby Bridges, militares y paramédicos militares, quienes han sido un ejemplo de buena ciudadanía; e Lesson objective(s): 1. Los estudiantes identificaran quien fue Dr. Mario E. Ramírez, una persona histórica que ayudo durante el huracán Beulah. 2. Los estudiantes exploraran que tipo de ayuda existe cuando ocurre un desastre natural Differentiation strategies to meet diverse learner needs: ELL: Los estudiantes aprendices de ingles podrán entender la lección ya que es dada en español, y lo respaldaran con representación visual. ENGAGEMENT • La maestra preguntara si saben que es una figura histórica? • Como llegan a ser conocidos por tanta gente? • Conoces a alguien de tu comunidad que a ayudado a la gente? De que forma? • Hablaremos de lo que hizo Dr. Mario E. Ramírez por su comunidad. • Los estudiantes tendrán preguntas como, ¿Qué podemos hacer para ayudar después de un huracán? • ¿Qué pasa con las personas en albergues? ¿Cuánto tiempo tarda la gente en regresar a su casa? Quien te puede ayudar si estas en tu casa sin poder salir? ¿Qué pasa si no tenemos lancha? EXPLORATION • Los estudiantes van a explorar los tipos de ayudas que existen después de un huracán. • De que forma trabaja cada equipo? • Guardia nacional, marina, fuerza aérea, la cruz roja, compañías de electricidad, el ejercito de salvación. • La maestra hará preguntas para mantener enfocados a los estudiantes: • Quien ayuda en los albergues? Que lugares se usan como albergues? Quien arregla los postes de electricidad caídos? Que pasa con los enfermos? EXPLANATION • Los estudiantes explicaran los diferentes grupos de ayuda que encontraron. • La maestro explicara las ayudas que hubo durante el huracán Beulah de 1967. • Discutiremos lo que podemos hacer nosotros para ayudar. Ej. Donaciones de tiempo o dinero, donaciones de cosas. Saber que se necesita para no llevar cosas sin uso. • Seria Buena idea donar cosas de higiene? Podríamos donar si estamos lejos? Cual seria la mejor manera de hacerlo? ELABORATION • Los estudiantes harán un dibujo de un tipo de ayuda. (un electricista arreglando un poste de luz, Un bote ayudando a sacar personas de una casa inundada, un doctor revisando un paciente, un helicóptero de rescate) • Los estudiantes podrán compartir y explicar sobre lo que dibujaron y lo que representa. EVALUATION • El estudiante escribirá en su cuaderno de estudios sociales, ¿que harías tu para ayudar después de un huracán? Teacher: Mrs. Oneida Garcia Date: Marzo 4, 2019 – Marzo 8, 2019 Friday Subject / grade level: Estudios sociales – Como prepararse para un desastre natural en el Valle de Rio Grande Materials: NC SCOS Essential Standards and Clarifying Objectives §113.14. Estudios Sociales, tercer grado, a partir del año escolar 2011-2012. (b) Conocimientos y destrezas. (1) Historia. El estudiante entiende cómo los individuos, los acontecimientos y las ideas han influenciado la historia de las diferentes comunidades. Se espera que el estudiante: (A) describa cómo los individuos, los acontecimientos y las ideas han cambiado las comunidades, en el pasado y en el presente; §113.14. Estudios Sociales, tercer grado, a partir del año escolar 2011-2012. (b) Conocimientos y destrezas. (11) Ciudadanía. El estudiante entiende las características del concepto de buena ciudadanía como lo ejemplifican figuras históricas y contemporáneas. Se espera que el estudiante: (B) identifique personajes históricos tales como Helen Keller y Clara Barton y figuras contemporáneas tales como Ruby Bridges, militares y paramédicos militares, quienes han sido un ejemplo de buena ciudadanía. Lesson objective(s): 1. El estudiante podrá identificar los daños causados por un desastre natural. 2. El estudiante aplicara su conocimiento para comparar dos huracanes. 3. El estudiante conocerá los tipos de ayuda después de un huracán. Differentiation strategies to meet diverse learner needs: ENGAGEMENT • La maestro mostrara una mochila con cosas esenciales para un kit de emergencia. • Repasaremos cada articulo y de que forma nos ayudaría tenerlo con nosotros en caso de una emergencia. • La maestro explicara que al final de la lección esta mochila será rifada y un estudiante tendrá la oportunidad de llevársela a casa. • Los estudiantes preguntaran, si cada uno puede hacer su propio kit en casa con la ayuda de sus padres. EXPLORATION • Los estudiantes tendrán tiempo para repasar información sobre como se forman los huracanes, las categorías de huracán Beulah y Katrina en particular. • La maestra observara a los estudiantes para darse cuenta si están usando el vocabulario aprendido. Y si están repasando hechos importantes. EXPLANATION • La maestra usara la tecnología para repasar con los estudiantes. Esto tomara lugar como clase, mientras los alumnos toman turnos leyendo el proyector. ELABORATION • Con la información adquirida durante la semana los estudiantes completaran una actividad de secuencia, Que hacer antes de un huracán? Que hacer durante un huracán? Que hacer después de un huracán? • Los estudiantes usaran palabras del vocabulario como : evacuación, donaciones, voluntario, inundaciones. • Los estudiantes podrán usar esta información en su vida diaria, en especial en la temporada de huracanes que se aproxima. EVALUATION • Los estudiantes completaran una prueba corta individualmente para que tengan la oportunidad de demostrar lo que aprendieron durante esta semana. • La prueba consistirá en 10 preguntas por escrito. Huracanes Nombre: ____ 1. ¿ En que año ocurrió el huracán Beulah? a. 2000 b. 1980 c. 1967 d. 1955 2. ¿ Quien es una figura histórica que ayudo a la gente después del huracán Beulah? a. Dr. Juan Rodriguez b. Dr. Margo c. Dr. Mario E. Ramirez d. Dr. Jose Gutierrez 3. Como identificarías el clima justo antes de volverse huracán? a. Una tormenta tropical b. Solo lluvias c. Depresión tropical d. Un remolino de nubes 4. Como compararías los huracanes Beulah y Katrina? a. Huracán Beulah fue mas fuerte b. Huracán Katrina fue mas fuerte c. Eran igual de fuertes d. Los dos huracanes eran débiles 5. Cual seria tu entendimiento de una mochila de emergencia? a. Para llevarte tus juguetes favoritos b. Para llevar cosas esenciales que te ayuden a sobrevivir c. Para llevar tus cambios de ropa d. Para que tus cosas personales estén a salvo 6. Cuales hechos podrías elegir para mostrar entendimiento de las ayudas que existen después de huracán? a. La guardia costera rescata personas en helicóptero b. Las escuelas se usan como albergues c. Los Doctores ayudan a los enfermos d. Todas las anteriores 7. Que le recomiendas a la gente que haga durante la temporada de huracanes? a. Que estén preparados b. Que esperen el ultimo minuto c. Que abandonen sus casas toda la temporada de huracanes d. Que no escuchen el radio para no asustarse por advertencias de un huracán 8. ¿Qué podrías decir sobre una figura histórica? a. Es alguien importante que ayudo a su comunidad en tiempo de necesidad b. Son personas que querían ser popular c. Personas que trataron de ayudar solo a su familia d. Personas que toda la cuidad ya conocía 9. ¿ Que puedes concluir que hará la gente al regresar a sus casas después de una inundación? a. sacaran sus muebles a secar b. volverán a construir lo dañado c. respuestas a. Y b. d. La gente no regresara 10. Si fueran a desarrollar un plan para prepararse en caso de un huracán, Cual elegirías? a. empaca todas tus pertenencias y muévete a otra casa b. prepara un kit de primeros auxilios c. Prepara tu mochila con cosas necesarias para una emergencia, incluye primeros auxilios, agua, comida enlatada, linternas, y radio d. Esperar que los rescatistas te provean con comida y agua REFERENCES Lucy Wallace Collection; Hurricane Beulah pictures and newspapers, 1967. Box 2. ELIBR 154. University Library, Special Collections & University Archives, University of Texas Rio Grande Valley, Edinburg, Texas. Hurricane Beulah; Big blue book, 1988. University Library, Special Collections & University Archives, University of Texas Rio Grande Valley, Edinburg, Texas. Chansky, R. A. (2019). Teaching Hurricane Maria: Disaster Pedagogy and the Ugly Auto/ Biography. Pedagogy 19(1), 1-23. Duke University Press. Retrieval February 23, 2019, from Project MUSE database. Hidalgo County Drainage District No. 1; Spiral book, 9-22-06. ELIBR0424. University Library, Special Collections & University Archives, University of Texas Rio Grande Valley, Edinburg, Texas. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Hurricane Beulah Lesson Plan Subject The topic of the resource Natural disasters Hurricane Beulah, 1967 Weather Floods Storm surges Evacuation of civilians Description An account of the resource The Valley is an area of high risk since many hurricanes form in the Gulf of Mexico; most states along the coast can be impacted by the rain and heavy winds of the storm. Emergency groups notify people in the news and other media forms on how to get prepared in case of a natural disaster. In 1967, Beulah was a category 5 with winds of 160 mph, meteorologists were following its path, and the news started advising people to take the necessary precautions and which were the areas that had to be evacuated. It is very important that people know when they must evacuate, and what to have if they are staying in their homes. It is important that we educate on the history of how other hurricanes have impacted the Valley past and present, what the damages were and how the community was able to recover from this. Students will be able to apply the knowledge gained from this lesson to be prepared for hurricane season. Students will have an understanding of how these natural disasters affect us. Creator An entity primarily responsible for making the resource Oneida Garcia Alayzza Cruz Source A related resource from which the described resource is derived UTRGV College of Education EDCI3335-32 Spring 2019 Publisher An entity responsible for making the resource available University of Texas Rio Grande Valley Special Collections and University Archives Date A point or period of time associated with an event in the lifecycle of the resource 1967 Contributor An entity responsible for making contributions to the resource University of Texas Rio Grande Valley UTRGV College of Education Stephanie Anckle Rights Information about rights held in and over the resource Garcia, Oneida & Cruz, Alayzza. (2019). Lesson Plan for Hurricane Beulah. Retrieved from. https://rgvprimarysourceguides.omeka.net/items/show/94 Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Spanish Identifier An unambiguous reference to the resource within a given context LessonPlan-HurricaneBeulah-GarciaCruz Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Lower Rio Grande Valley, Texas Beulah hurricane primary source https://omeka.utrgv.edu/files/original/97f252c644a14983062179989fc50d23.pdf 24ce2be617acdf2c6eb0f077ac9298a9 Lesson Plan A resource that gives a detailed description of a course of instruction. Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 7 days Standards §113.16. Social Studies, Grade 5, Beginning with School Year 2011-2012. (22) Culture. The student understands the contributions of people of various racial, ethnic, and religious groups to the United States. The student is expected to: (A) identify the similarities and differences within and among various racial, ethnic, and religious groups in the United States; (B) describe customs and traditions of various racial, ethnic, and religious groups in the United States Objectives • The students will: o Learn who the Karankawa Indian were. o Respect the lifestyle and culture of the Karankawa Indians. Materials • Outdoor environment • cards for extension activity • flipbook for exploration activity • colors • pencils • Cards for evaluation activity Lesson Plan Text Abstract The goal of this lesson plan is to give background information on the Karankawa tribe. These background information ranges from knowing where their territory is located, their dietary supplements, their weapons and tools, and their language and culture. To begin the week, students will be creating a foldable where they continually add information onto it throughout the week. This foldable will introduce to the students how the Karankawa’s tribe was founded, how they were physically built, and more. Next, The Karankawa’s physical traits will be described in detail to help students visualize how the Karankawas looked. The following lesson will involve students learning how the Karankawas utilized different types of tools and weapons. After, students will learn about different dietary supplements that were present in the lives of the Karankawas. Then, students will be educated on types of shelter that the Karankawa’s resided in. In addition, students will be given a wide variety of information on the Karankawa’s culture. To the end whole lesson, students will be informed on where the Karankawas are today, and what caused their current circumstances. Pedagogy Students in the Rio Grande Valley education system consists mostly of students are Hispanic. Throughout their education, they are often taught information that they can’t make a personal connection with. This has the possibility to hinder the interest of the students. An approach that that can be taken to change this phenomenon is to develop a lesson that focuses on local history. This strategy will work toward intriguing students’ interest on the topic and allow for a more engaging lesson. To further increase interest for students, it is important that worksheets are kept to a minimum, and work toward placing a bigger focus on hands on activities. The activities done during the lesson should allow teachers to assess student’s knowledge, but to get a clear understanding of how students are processing the information, a quiz over the lessons will be administered. Methods Our class gathered at the UTRGV archives to collect research for my lesson plan that can be utilized for a 5th grade classroom. The TEKS that will be used for this lesson is (22) Culture. The student understands the contributions of people of various racial, ethnic, and religious groups to the United States. The student is expected to :(A) identify the similarities and differences within and among various racial, ethnic, and religious groups in the United States. (B) describe customs and traditions of various racial, ethnic, and religious groups in the United States. After conducting research, our group met on several different agreed dates to organize and format our work. During periods where we were not able to meet, we communicated through our mobile phones. History The Karankawa Indians are a tribe that resided in South Texas and were mainly located near the coastal waters of Texas. The Karankawas were discovered in 1528 by Europeans, but eventually got wiped out through war and conflict. Although they were wiped out, the Karankawas were strong mentally and physically. The males were strong hunters and were handy with their tools and weapons. The women were small in numbers and were the physical opposite of the men. The women would stay at camp and help with preparations. They would also attend to childrens’ needs if any was needed. The Karankawa’s diet consisted mostly of seafood, but also included buffalo, bird eggs, berries, grapes, nuts, persimmons. Most food eaten by the Karankawas was seasonal, so food became scarce easily thus causing their lives to be very difficult. Since food became scarce as time went on, the Karankawas had to stay mobile. Their homes were portable and were built periodically. The structures they built were called wigwam-teepees. The communicate, the Karankawas had their own language. They often used sign language since their vocabulary was very limited.   Day 1: Introduction Teacher: Jacqueline Mireles Date: Day 1 Subject / grade level: Social Studies/ 5th Materials: • KWL handout • Construction Paper/colored paper • Pencils • Stapler • Exit ticket Paper • Computers • iPad • Notebooks NC SCOS Essential Standards and Clarifying Objectives • §113.16. Social Studies, Grade 5, Beginning with School Year 2011-2012. (22) Culture. The student understands the contributions of people of various racial, ethnic, and religious groups to the United States. The student is expected to: (A) identify the similarities and differences within and among various racial, ethnic, and religious groups in the United States; (B) describe customs and traditions of various racial, ethnic, and religious groups in the United States Lesson objective(s): • The students will: o Learn who the Karankawa Indian were. o Respect the lifestyle and culture of the Karankawa Indians. Differentiation strategies to meet diverse learner needs: • To meet the diverse learners, the teacher will use graphic organizers to help. The teacher will also check for understanding with these students. ENGAGEMENT • The students will watch a video on the Karankawa tribes. (The video will be the one made by our group) EXPLORATION • The students will begin working on a foldable (graphic organizer). The students will create it using the following steps: o Students will get four sheets of construction paper or colored paper. o They will line up the papers an inch from one another, and then fold till the ones on top are an inch away from the bottom ones. o The students will staple the top part of the foldable so it does not fall apart. • The first section will be filled out which explains o Where they live? o Who they are? o Where their name come from? EXPLANATION • The teacher will explain how the Karankawa tribe had different villages incorporated into their tribe. There were five and there are as follow: o The Coco o Copanes o Cujanes o Guapites o Carancaguases • The teacher will give details about each of the tribes. • The students will be taking notes on their notebooks. • Questions to ask students: o Can you discuss the differences between _____(village) and ______(village)? o Can you relate how one tribe is similar to another? o Can you name characteristics of each tribe? ELABORATION • The teacher will break the class into five groups. • Each group will be in charge of a village to locate on a map. • The groups will work together to finding their location along the Texas coast using iPads or computers. • Then, each group will present their information and find connections to places they know that are located in that area now. o For example, one tribe is near South Padre Island. Students can relate the tribes to location. EVALUATION • The students will participate in an 3-2-1 exit ticket. The students will answer: o What were three things they learned in today’s lesson? o What are two things you found interesting? o List a question(s) you still have. 5E Lesson Plan Date: Day 2 Subject/Grade Level: 5th Grade Materials: • Outdoor environment • cards for extension activity • flipbook for exploration activity • colors • pencils • Cards for evaluation activity NC SCOS Essential Standards and Clarifying Objectives: (22) Culture. The student understands the contributions of people of various racial, ethnic, and religious groups to the United States. The student is expected to: (A) identify the similarities and differences within and among various racial, ethnic, and religious groups in the United States; (B) describe customs and traditions of various racial, ethnic, and religious groups in the United States; Lesson objective(s): • Students will become familiar with the different types of tools and weapons the Karankawa Indians used. • Students will be to identify the names of the weapons/tools used by Karankawas. • Students will know how each tool was used effectively Differentiation Strategies to meet diverse Learner needs: • Students will use graphic organizers Engagement: • To engage students into the lesson the teacher will take the class outside and tell them to observe their surroundings. The teacher mentions that the Karankawa tribe created all their tools using natural resources. The teacher will then ask a set of open-ended questions relating to the topic. • The teacher will ask: What kind of natural resources do you see around the area? o Do you think we could craft a tool from these natural resources? o Do we gather the materials with our bare hands or is there an easier alternative? • The students will be asking/stating: o I think we see trees, rocks, and dirt, and sticks. o We can dig the dirt using a stick. • Why did they use hand crafted tools, if there so difficult to create? • After observing and forming ideas, students can share among each other what they came up with and explain to each other how they came up with those ideas. Exploration: • Students will continue to add to the foldable that was created on the first day. Students will reflect on what happened during the engagement phase and put their thoughts and ideas into words. • Students can present their info through writing and visuals Explanation: • The teacher will give introduce some key terms that relates to the topic being discussed • The terms are: Cedar Bow, lances, clubs, tomahawks, canoe, etc. • The students can ask: o What was the point of having so much weapons? o Do they have a favorite type of weapon that they preferred to use? o What materials were used to create each type of weapon of tool? o How much time was invested into crafting each weapon/tool? Elaboration: • To further check for understanding the teacher will present an extension activity that is engaging, students will be grouped in groups of 3 to 4 students. Each student will be given a set of cards that contains pictures and definitions for the words introduced to them. The cards with pictures will be colored green and the cards with the definitions will be colored blue. • The students will: o Place the cards flipped over at their workstation. o The students will flip a card of each color, and if the picture and definition match they will gather them into a pile. o If they fail, they will flip them back over. o Repeat until all cards are matched with each other. Evaluation: • To evaluate students understanding of lesson, the teacher will conduct an assessment. o Each student will be given be given four cards that are each colored a different color: blue(a), red(b), yellow(c), purple(d). o The teacher will ask a question revolving around the topic and present up to 4 answer choices. o Give students ample time to formulate a conclusion, and then verbally say “on the count to three I want see your answer choice” o When it comes time to present the answer choices, the teacher will be able to visually see how answer choices vary among the class. 5E Lesson Plan Date: Day 3 Subject/Grade Level: Social Studies/5th Materials: • Tape • Karankawa Tribe pictures • Flipbook • Colors • Exit ticket NC SCOS Essential Standards and Clarifying Objectives: 22) Culture. The student understands the contributions of people of various racial, ethnic, and religious groups to the United States. The student is expected to: (A) identify the similarities and differences within and among various racial, ethnic, and religious groups in the United States; (B) describe customs and traditions of various racial, ethnic, and religious groups in the United States; and Lesson objective(s): • Students will be able to identify the physical traits of Karankawa Indians. • Students will be able to identify which traits and characteristics belong to which gender. • Students will be able to identify different types of clothing that the Karankawa tribe used. Differentiation Strategies to meet diverse Learner needs: • Use graphic organizers Engagement: • While introducing the lesson to the class, there will be a mark on the wall that represents an estimated height of 6 ft and another mark that is much lower. Lying next to the mark lies a display of pictures related to the Karankawa tribe. These pictures include: Male and female Karankawa tribe members, Karankawa tribe member fishing, etc. The instructor will then pose a set of question to the students • Questions teacher will ask: • What do you think the mark on the wall represents? • What can you tell me about the pictures? o What differences do you see between male and female? • Questions that students can ask themselves: o Does the tape represent the height of the Karankawa tribe members? o Why are there two tape markers? o Does each tape represent the difference between male and females? o Why are the males wearing very little clothes? o How did they get so strong? Exploration: • Students will continue to add to the foldable that was created on the first day. Students will reflect on what happened during the engagement phase and put their thoughts and ideas into words. Explanation: • The teacher will introduce vocabulary words to the students: muscular, squat, tattoos, ornamentation, adorned. Give students a set amount of time to. • The teacher can ask: o In your own words, can you define the words I just introduced to you? o Can you give me a synonym for any of the words? o Ask your partner to see if you the same definition • The students can ask: o Did you think “x” means this? o The word “x” sounds very similar this word? o Did you get the same definition I did? o Are all of these words relate to physical traits? • After giving ample time for discussing the words, the teacher will define and explain the meaning of each word. Elaboration: • The students will create a Venn diagram that compares the similarities and differences between males and females in the Karankawa tribe. Student will use all prior information introduced to them. • Students can present the information through vocabulary, illustrations, etc. Evaluation: • Student will do an exit ticket to finish the lesson. The students will write o 3 things that they learned o 2 things they found interesting o 1 question that they want an answer to Teacher: Mr. Gutierrez Date: Day 4 Subject / grade level: Social Studies 5th Grade Materials: • PowerPoint • Paper • Pencils • Notecards NC SCOS Essential Standards and Clarifying Objectives (22) Culture. The student understands the contributions of people of various racial, ethnic, and religious groups to the United States. The student is expected to: (A) identify the similarities and differences within and among various racial, ethnic, and religious groups in the United States; (B) describe customs and traditions of various racial, ethnic, and religious groups in the United States; and Lesson objective(s): • Students will be able to compare and contrast the foods Karankawa ate to their own. • Students will be able to understand why these were the foods the Karankawa ate. Differentiation strategies to meet diverse learner needs: • Use Graphic Organizer ENGAGEMENT • The students will be presented with a Bell ringer as the class begins asking the students to write about the foods that they like to eat. • Class discussion on what foods the students like to eat and foods that are available. EXPLORATION • Foldable showing the different foods the Karankawa ate modeled by the teacher. • Foldable will included a brief description of the food item. EXPLANATION • PowerPoint showing visuals of the foods the Karankawa ate and explanation as to why those were the food that they ate. • The teacher will also use descriptive words to help the students understand what that food item is and perhaps what it would taste like. • The teacher can ask the students questions such as: Of the foods the Karankawa ate, which would you say you like, and which do you not like, stating why or why not. ELABORATION • Students will complete a Venn-diagram comparing the foods the Karankawa ate compared to some of the food that the students personally like to eat. • The student can either write out the words if they choose, or they can draw them if they would like • The teacher will walk around the classroom to make sure the students are on task and to assist the students as needed by them. EVALUATION • 3-2-1 exit ticket. o 3 things the student learned. o 2 things the student still wants to know. o 1 thing the student has a question on. Teacher: Mr. Gutierrez Date: Day 5 Subject / grade level: Social Studies 5th Grade Materials: • Straws • PowerPoint • Paper • Pencils NC SCOS Essential Standards and Clarifying Objectives (22) Culture. The student understands the contributions of people of various racial, ethnic, and religious groups to the United States. The student is expected to: (A) identify the similarities and differences within and among various racial, ethnic, and religious groups in the United States; (B) describe customs and traditions of various racial, ethnic, and religious groups in the United States; and Lesson objective(s): • Students will be able to describe the structure in which the Karankawa lived. • Students will be able to decide whether these structures would have been ideal to live in or not. Differentiation strategies to meet diverse learner needs: • Use Graphic Organizers ENGAGEMENT • The students will be presented with a bell ringer asking the student to describe the home they live in. • Class discussion on the place the students live using descriptive words EXPLORATION • Foldable on the homes of the Karankawa • The vocabulary "Wickiup" will be introduced to give the students the proper terms for the homes of the Karankawa EXPLANATION • PowerPoint using visual and providing description of the houses the Karankawa lived in and how they were built. • Teacher will also explain the reason why the Wickiups were useful • The teacher can ask the student questions such as how do you think it would have been like to live in these homes? Would you like it, why or why not? ELABORATION • Students will build their own wickiup out straws to get a better understanding of how these structures were made and to be in a hands-on activity. • The students can test out their built structures to see how their structures would fare against the environments. Such as by blowing air at it, by pouring a small amount of water to mimic rain • The teacher will walk around the classroom to make sure the students are on task and to assist the students as needed by them. EVALUATION • 3-2-1 Exit Ticket o 3 things the student learned o 2 things the student still wants to know o 1 thing the student still has a question on. Teacher: Ms. Mireles Date: Day 6 Subject / grade level: Social Studies 5th Grade Materials: • Common phrases and words spoken by the Karankawa • Paper • Pencil • Note Cards NC SCOS Essential Standards and Clarify (22) Culture. The student understands the contributions of people of various racial, ethnic, and religious groups to the United States. The student is expected to: (A) identify the similarities and differences within and among various racial, ethnic, and religious groups in the United States; (B) describe customs and traditions of various racial, ethnic, and religious groups in the United States; Lesson objective(s): • The student will be able to understand the importance of communication • The student will become familiar with common words and phrases the Karankawa spoke Differentiation strategies to meet diverse learner needs: • Use Graphic Organizer ENGAGEMENT • The teacher will start off the lesson with a bell ringer by writing the prompt on the board o “What languages do you know”. • Class discussion on the language the students know and the purpose language serves. EXPLORATION • Together as a class, the students will complete a foldable modeled by the teacher. • The foldable will include some of the words and phrases the Karankawa used. • The teacher will construct 3 sentences with the students in their foldable using the Karankawa language • The students will write 1 sentence on their own in the Karankawa language. EXPLANATION • The teacher will display the pages of Karankawa language on the board to the class. • The translation of the words and phrases will be included. • The teacher will practice saying the phrases with the whole class. • The teacher can ask the students questions such as: “How do you think you would have done communicating with the Karankawa? Do you think that they would have been able to understand you?” ELABORATION • The students will be put into pairs and practice together using the language of the Karankawa to communicate with one another. • The students will be provided with their own list of words and phrases the Karankawa used to guide them. • The teacher will walk around the class and help the students as needed. • The students will act out their conversation when they are ready to present to the front of the class. EVALUATION • 3-2-1 exit ticket: o The students will write:  3 words or phrases the student learned.  2 things the student would still like to know how to say.  1 thing the student still has a question on. Teacher: Jacqueline Mireles Date: Day 7 Subject / grade level: Social Studies/ 5th Materials: • Foldable • Exit ticket Paper • Pencils • Notebooks • Computers NC SCOS Essential Standards and Clarifying Objectives §113.16. Social Studies, Grade 5, Beginning with School Year 2011-2012 (22) Culture. The student understands the contributions of people of various racial, ethnic, and religious groups to the United States. The student is expected to: (A) identify the similarities and differences within and among various racial, ethnic, and religious groups in the United States; (B) describe customs and traditions of various racial, ethnic, and religious groups in the United States Lesson objective(s): • The students will: o Learn what happened to the Karankawa Indian. o Develop an understanding of how different tribes lived in Texas o Create a project based on the different tribes. Differentiation strategies to meet diverse learner needs: • To meet the diverse learners, the teacher will use graphic organizers to help. The teacher will also check for understanding with these students. ENGAGEMENT • The students participate in a Bell Ringer based on the topic being learned on the Karankawa. o Topic: What is your prediction of what happened to the Karankawa Indians? EXPLORATION • The students will continue working on a foldable (graphic organizer). • This section will be titled “What happened to the Karankawa Indians” • The teacher will have the students follow along as the teacher tells them what to put inside the foldable. EXPLANATION • The teacher will go into detail what causes tribes to die out. The students will put these notes in their notebooks. The teacher will help the students understand that what happens to one tribe may or may not happen to another. o Vocabulary:  Missionaries  Colonist  Crisis  Disease  Raids • Questions to ask: o Can you explain to me why the Karankawa Indians were not wanted there? o What would be a different if they died out by disease? o Would some still be alive? ELABORATION • The students will participate in a project. After learning about the Karankawas, the students will work with a partner to conduct research about another tribe in Texas. Important information needed in the project is: location, traits & characteristics, shelter, and what happened to them. • The students will present this in front of the class as a presentation. EVALUATION • The students will take a quiz over everything they have learned about the Karankawa tribe. It will be a 10-question multiple choice quiz. Multiple Choice Quiz 1. Can you recall which village/groups were within the Karankawas? A.) Copanes B.) Chakrapani C.) Cujanes D.) all of the above E.) Only A & C 2. Identify the Karankawa’s houses/huts were made of? A.) animal skin B.) willow poles C.) palm leaves D.) all of the above 3. Compare how the Karankawas got around compared to today. A.) The Karankawas were able to drive cars just like people today. B.) The Karankawas used canoes while we mainly use boats. C.) The Karankawas used big boats just like the ones we used today. D.) The Karankawas rode on lot of animals to get where they needed to go. 5. If you were to analyze a picture of a male Karankawa, what would be something that stands out compared to women? A.) wore their hair in braids B.) wore their hair long and loose C.) wore a lot of clothing 6. Due to their location, what jobs did the Karankawas do? A.) Hunters B.) Gathers C.) Farmers D.) Both A & B 7. What kind of foods did the Karankawas not eat? A.) Redfish, trout, catfish, tuna, and turtles B.) Shellfish: Oysters, scallops, quahogs, and calms C.) Bison, deer, ducks, birds, bears, and panthers D.) Frogs, hares, goats, and sheep 8. Where were the Karankawas located? A.) North Texas B.) West Texas C.) South East Coast of Texas D.) Central Texas 9. Karankawas used what type of weapons for fighting? A.) Bows & Arrows B.) Guns C.) Spears D.) Hatchet 10. Which of the following explains how the Karankawas died out. A.) The Karankawas died by lack of food. B.) The Karankawas died by a Texas force. C.) The Karankawas died out by disease. Authentic Assessment: After learning about the Karankawas, you work with a partner to conduct research about another tribe in Texas. Important information needed in the project is: location, traits & characteristics, shelter, and what happened to them. HYPERLINK – Anchor Video CATEGORY 4 3 2 1 Preparedness Student is completely prepared and has obviously rehearsed. Student seems pretty prepared but might have needed a couple more rehearsals. The student is somewhat prepared, but it is clear that rehearsal was lacking. Student does not seem at all prepared to present. Stays on Topic Stays on topic all (100%) of the time. Stays on topic most (99-90%) of the time. Stays on topic some (89%-75%) of the time. It was hard to tell what the topic was. Content Shows a full understanding of the topic. Shows a good understanding of the topic. Shows a good understanding of parts of the topic. Does not seem to understand the topic very well. Collaboration with Peers Almost always listens to, shares with, and supports the efforts of others in the group. Tries to keep people working well together. Usually listens to, shares with, and supports the efforts of others in the group. Does not cause \"waves\" in the group. Often listens to, shares with, and supports the efforts of others in the group but sometimes is not a good team member. Rarely listens to, shares with, and supports the efforts of others in the group. Often is not a good team member. References Gatschet, A. S. (1967). The Karankawa Indians: The coast people of Texas (Vol. 1). New York: Kraus Reprint Corporation. Johnson, H., & Bexley, F. (1976). Our first residents: The Karankawa Indians. Aransas Pass, TX: Biography Press. Roza, G. (2005). The Karankawa of Texas. New York: PowerKids Press. ROYALTY FREE MUSIC by BENSOUND. (n.d.). Retrieved February 22, 2019, from https://www.bensound.com/ Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Karankawa Indians Lesson Plan Subject The topic of the resource Karankawa Indians Indians of North America Social conditions South Padre Island Cortina, Juan N. (Juan Nepomuceno), 1824-1894 Indigenous peoples Description An account of the resource The goal of this lesson plan is to give background information on the Karankawa tribe. These background information ranges from knowing where their territory is located, their dietary supplements, their weapons and tools, and their language and culture. To begin the week, students will be creating a foldable where they continually add information onto it throughout the week. This foldable will introduce to the students how the Karankawa’s tribe was founded, how they were built physically, and more. Next, The Karankawa’s physical traits will be described in detail to help students visualize how the Karankawas looked. The following lesson will involve students learning how the Karankawas utilized different types of tools and weapons. After students will learn about different dietary supplements that were present in the lives of the Karankawas. Then, students will be educated on types of shelter that the Karankawa’s resided in. In addition, students will be given a wide variety of information on the Karankawa’s culture. To end whole lesson, students will be informed on where the Karankawas are today, and what caused their current circumstances. Grade 5 Creator An entity primarily responsible for making the resource Jacqueline Mireles Kevin Gutierrez Julio Mendoza Source A related resource from which the described resource is derived UTRGV College of Education EDCI3335.32 Spring 2019 Publisher An entity responsible for making the resource available University of Texas Rio Grande Valley Special Collections and University Archives Date A point or period of time associated with an event in the lifecycle of the resource 1527 1891 Contributor An entity responsible for making contributions to the resource University of Texas Rio Grande Valley UTRGV College of Education Stephanie Anckle Rights Information about rights held in and over the resource Mireles, Jacqueline, Gutierrez, Kevin, and Medoza, Julio. (2019). Lesson Plan for Karankawa Indians. Retrieved from https://rgvprimarysourceguides.omeka.net/items/show/95 Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource LessonPlan-Karankawa-MirelesGutierrezMendoza Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Galveston, Texas South Padre Island, Texas Alternative Title An alternative name for the resource. The distinction between titles and alternative titles is application-specific. Karankawa people indigenous Karankawa native Americans primary source https://omeka.utrgv.edu/files/original/9029757a01bed32d099c48984ced8764.pdf ce1c389322efadcf8af879a28a619725 Lesson Plan A resource that gives a detailed description of a course of instruction. Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 7 days Standards §113.15. Social Studies, Grade 4 (b) Knowledge and skills (22) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to: (D) create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies Objectives The learner will understand the definition of slavery. The learner will demonstrate their knowledge by creating a graphic organizer such as a web organizer with 90% accuracy. Materials Newspaper articles Sticky notes Pencil Paper PowerPoint “Slavery” Markers Poster paper Exit ticket Lesson Plan Text Abstract The purpose of this lesson is to teach students about the evolution of the working system in the United States, and most importantly, in the Rio Grande Valley. Seven lesson plans were created in where the students will be learning about Peonage in the RGV. The first two days are based on Slavery, thus students make new connections to the new topic being taught. That way the student can have their previous knowledge activated going in to the next days, which are day three and four, in where the term Peonage will be introduced. Then the students will go into day five in where they will compare the characteristics of slavery and peonage. On day six and day seven the students will express their point of view on the topics through a series of activities. One of the activities will be to visit The Museum of South Texas History, and the last activity will be to create a proclamation about how the student would change the laws regarding the peonage system. Introduction There are several reasons for the creation of these lesson plans. Based on the fourth grade TEKS, the objective is to have the student apply their critical thinking skills to identify different points of view about the issue. It is important that the students learn about slavery and peonage because it helps them understand the differences of the work systems we have today, compared to about 150 years ago. Peonage, also known as debt slavery, was a system in which an employer would compel a worker to pay off a debt with work. Some of the cases of peonage that were heard in the RGV area were from Raymondville in the 1920s; with almost 400 illegal cases when peonage was already “prohibited. Until one created controversy. Rubric Students will be evaluated on their overall collaborative work for the unit utilizing the rubric attached below. The “Group Work” category is to evaluate how students worked with their group members in regards to support, communication, and listening to their group members. Secondly, the category “Historical role play”, focuses on how each students prepared for the role they are assigned. The third category is “Graphics organizers”, which will be used to evaluate the activities in which graphic organizers are created. Group work Routinely provides useful ideas when participating in the group and in classroom discussion. A definite leader who contributes a lot of effort. Usually provides useful ideas when participating in the group and in classroom discussion. A strong group member who tries hard! Sometimes provides useful ideas when participating in the group and in classroom discussion. A satisfactory group member who does what is required. Rarely provides useful ideas when participating in the group and in classroom discussion. May refuse to participate. Historical role play Can clearly explain several ways in which his character "saw" things differently than other characters and can clearly explain why. Can clearly explain several ways in which his character "saw" things differently than other characters Can clearly explain one way in which his character "saw" things differently than other characters. Cannot explain one way in which his character "saw" things differently than other characters. Graphic organizers All graphics are related to the topic and make it easier to understand. All borrowed graphics have a source citation. All graphics are related to the topic and most make it easier to understand. All borrowed graphics have a source citation. All graphics relate to the topic. Most borrowed graphics have a source citation. Graphics do not relate to the topic OR several borrowed graphics do not have a source citation. 3 Date: Monday - Day 1 (45 Minutes) Subject / grade level: 4th Grade Materials: Newspaper articles Sticky notes Pencil Paper PowerPoint “Slavery” Markers Poster paper Exit ticket NC SCOS Essential Standards and Clarifying Objectives: §113.15. Social Studies, Grade 4 (b) Knowledge and skills (22) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to: (D) create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies Lesson objective(s): The learner will understand the definition of slavery. The learner will demonstrate their knowledge by creating a graphic organizer such as a web organizer with 90% accuracy. Differentiation strategies to meet diverse learner needs: ●ELL students will be paired un with a proficient ELL student. ●Students will have extra time for any activity. ●The teacher will be monitoring students for any kind of help they need. ●The teacher will have a word wall with vocabulary terms. ●The teacher will speak in complete and concise sentences. ENGAGEMENT (5 Minutes) ● The teacher will write the word Slavery on the board. ● The teacher will provide each student with a sticky note. ● The teacher will ask the student what they think the word means, and the students will write a word on the sticky and paste it on the board. ● After all students have posted their sticky note, then the teacher will guide a small whole-group discussion. EXPLORATION (10 Minutes) Teacher: Ms. Gonzalez, Ms. Cantu, Ms. Cerda ● The class will be divided in small groups of four students. ● The teacher will provide a section of a newspaper regarding event related to slavery here in the RGV. ● The students will discuss about the event they just read. EXPLANATION (15 Minutes) ● The teacher will present a powerpoint presentation with information regarding Slavery o The powerpoint will include a timeline of important events, facts, and court cases of slavery in the Rio Grande Valley ● The teacher will ask questions like: o What is fair? What is not? o What do you think it is like being raised without freedom? o How would you feel t if you were being mistreated? ELABORATION (5 Minutes) ● The teacher will provide each group with poster paper. ● Each group will create a web organizer map. ● Each group will write the word slavery in the middle, and write important facts they learned from the lesson. ● Each group will do a small presentation demonstrating their graphic organizer. EVALUATION (5 Minutes) ● The students will demonstrate their knowledge by completing the following exit ticket: How would you feel if slavery still existed? Subject / grade level: 4th Grade Materials: Pencil Paper PowerPoint Youtube video “Introduction of Slavery Explained for Kids” KWL chart sheet iPad NC SCOS Essential Standards and Clarifying Objectives §113.15. Social Studies, Grade 4 (b) Knowledge and skills (22) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to: (D) create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies Lesson objective(s): The learner will understand the definition of slavery and its causes. The learner will demonstrate their knowledge by creating a graphic organizer such as a web organizer with 90% accuracy. Differentiation strategies to meet diverse learner needs: ● ELL students will be paired with a proficient ELL student. ●The teacher will be monitoring students for any kind of help they need. ●The teacher will have a word wall with vocabulary terms. ●The teacher will speak in complete and concise sentences. ENGAGEMENT (5 Minutes) ● Teacher will let students to watch a short youtube video called “Introduction of Slavery Explained for Kids”. ● Teacher will ask questions to students about what they saw. EXPLORATION (10 Minutes) ● The students will create a KWL, individually, explaining what they they know, what they want to know and what they want to learn about the slavery period. EXPLANATION (15 Minutes) ● The teacher will present a PowerPoint explaining how the slavery system worked, including: o Cotton picking o Crop harvesting o How families were treated Teacher: Ms. Gonzalez, Ms. Cantu, Ms. Cerda Date: Tuesday - Day 2 o Salaries o Where families lived ELABORATION (10 Minutes): ● Students will use their electronic devices (iPad) provided by the school to investigate an important historical character in slavery. ● Students will write in a piece of a paper a small biography, the paragraph should be a summary about the character's life, and their relevance. ● Students will turn in the mini biography. EVALUATION (5 Minutes) The teacher will perform an informal assessment by walking around the classroom looking at students’ independent work. The teacher may ask the students the following questions: ● Why did you choose this person? ● Why did you think it's important to commemorate their life? Subject / grade level: 4th Grade Materials: Newspaper articles Sticky notes Pencil Papers PowerPoint Markers Poster Paper Exit ticket NC SCOS Essential Standards and Clarifying Objectives §113.15. Social Studies, Grade 4 (b) Knowledge and skills (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: comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions; (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; (C) organize and interpret information in outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps ; Lesson objective(s): The learner will understand the definition of peonage. The learner will demonstrate their knowledge by creating a graphic organizer such as a bubble double map and comparing the two new terms with 90% accuracy. Differentiation strategies to meet diverse learner needs: ● ELL students will be paired un with a proficient ELL student. ●The teacher will be monitoring students for any kind of help they need. ●The teacher will have a word wall with vocabulary terms. ●The teacher will speak in complete and concise sentences. ENGAGEMENT (5 Minutes) ● The teacher will write the word Peonage on the board. ● The teacher will provide each student with a sticky note. Teacher: Ms. Gonzalez, Ms. Cantu, Ms. Cerda Date: Wednesday - Day 3 ● The teacher will ask the student what they think the word means, and the students will write a word on the sticky and paste it on the board. ● After all students have posted their sticky note, then the teacher will guide a small whole-group discussion. EXPLORATION (10 Minutes) ● The class will be divided in small groups of four students. ● The teacher will provide a section of a newspaper regarding events or a court case related to peonage here in the RGV. ● The students will discuss about the event they just read. EXPLANATION (15 Minutes) ● The teacher will present a powerpoint presentation with information regarding Peonage. o the powerpoint will include a timeline of important events, facts, and court cases of Peonage in the Rio Grande Valley ● The teacher will ask questions like: o What is fair? What is not? o What do you think it is like being raised without freedom? o How would you feel t if you were being mistreated? ELABORATION (10 Minutes) ● The students will have 2 minutes to present in groups what their section of the newspaper article was about. ● If the section was regarding an important event, the group will have to explain the occurrence. ● If the section was regarding a court case, the group will have to explain the outcome of the case. EVALUATION (5 Minutes) ● The students will demonstrate their knowledge by completing the following exit ticket: In a piece of a paper students will answer, and write to the following question: The peonage is wrong/right because _______ . Date: Thursday - Day 4 Subject / grade level: 4th Grade- Peonage Materials: Willacy Court Case Article Paper Pencil Word search worksheet Material for story Journal Sentence strips NC SCOS Essential Standards and Clarifying Objectives §113.15. Social Studies, Grade 4 (b) Knowledge and skills (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: comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions; (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; Lesson objective(s): The learner will analyze the important events of the Willacy Court Case. The learner will judge the case through an interpretation of the court case. Differentiation strategies to meet diverse learner needs: ● ELL students will be paired un with a proficient ELL student. ●The teacher will be monitoring students for any kind of help they need. ●The teacher will have a word wall with vocabulary terms. ●The teacher will speak in complete and concise sentences. ENGAGEMENT (5 Minutes) ● The students will be given the following scenario: 10 Teacher: Ms. Gonzalez, Ms. Cantu, Ms. Cerda ● How you feel If you owed money to someone and now they deprive you from your liberty to work and pay them off? ● The student will write a short explanation on their journals about their feeling towards this situation. EXPLORATION (10 Minutes) ● Students will do a word search with keywords about the Willacy County Peonage Case. ● Key words such as Peonage, court, Willacy, Raymondville, Mexican, farmers, sentence, penalties, Kennedy Smith, Sheriff Raymond, etc. EXPLANATION (15 Minutes) ● The teacher will interpret the Willacy Court case, and its important events to students by reenacting the story with marionettes. ● The teacher will tell the case as a story but asking students at the same time to maintain attention. ● The teacher can bring paper characters to improve understanding of the case. ELABORATION (10 Minutes) ● The students will take the role of that of a Judge of one of the previous cases presented by the teacher. ● On their interactive journal, the students will overrule the decision of the judge, if needed, and write what they would have decided if they were to be the judge in one of the cases. EVALUATION (5 Minutes) ● The teacher will create sentence strips with facts and inaccurate facts which will be read out loud. ● The students will have to state whether the sentence is true or false, and if it is false, state why. Date: Friday Day 5 Subject / grade level:4th grade Materials: Video Peonage “Involuntary Servitude” Poster paper for the Double Bubble Map Pencil Colored pencil Markers Exit Ticket NC SCOS Essential Standards and Clarifying Objectives: §113.15. Social Studies, Grade 4 (b) Knowledge and skills (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: comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions; (C) organize and interpret information in outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps ; Lesson objective(s): The learner will identify the definition of slavery and peonage. The learner will demonstrate their knowledge by creating a graphic organizer such as a web organizer with 90% accuracy. Differentiation strategies to meet diverse learner needs: ● ELL students will be paired un with a proficient ELL student. ●The teacher will be monitoring students for any kind of help they need. ●The teacher will have a word wall with vocabulary terms. ●The teacher will speak in complete and concise sentences. ENGAGEMENT (5 Minutes) ● Watch video What is Involuntary Servitude? What does Involuntary Servitude mean? Involuntary servitude meaning. EXPLORATION (10 Minutes) ● Students will create a chart in their journal where they have the two topics: Slavery and Peonage. Teacher: Ms. Gonzalez, Ms. Cantu, Ms. Cerda ● Students will use their prior knowledge , and what they have learned through the week to write facts under each topic. EXPLANATION (10 Minutes) ● The teacher will conduct a short small group discussion about Peonage and Slavery. ● The teacher may ask the students questions like the following? ● Are there any differences/similarities between these two systems? What are they? ELABORATION (15 Minutes) ● Together the classroom will create a double bubble map in where they will compare Slavery vs. Peonage. ● The students will understand the the meaning of the new vocabulary terms like, peonage, slavery, freedom, child labor, slave trade, debt, etc. ● It will show the students the evolution of the employment system, and civil rights. EVALUATION (5 Minutes) ● The students will demonstrate their knowledge by completing the following exit ticket: Slavery and peonage are similar because _____. Subject / grade level: 4th Grade Materials: South Texas Museum School bus Quick Questionnaire NC SCOS Essential Standards and Clarifying Objectives §113.15. Social Studies, Grade 4 (b) Knowledge and skills (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: comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions; (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 Lesson objective(s): The learner will identify how slavery impacted the RGV. Differentiation strategies to meet diverse learner needs: ● ELL students will be paired un with a proficient ELL student. ●The teacher will be monitoring students for any kind of help they need. ●The teacher will have a word wall with vocabulary terms. ● The teacher will speak in complete and concise sentences. ENGAGEMENT (5 Minutes) ● The guide will provided a quick introduction of the South Texas Museum, including its history and the exhibition they have, as well as the expectation for the students. EXPLORATION (10 Minutes) ● The students will explore all the exhibitions at the South Texas Museum. EXPLANATION (15 Minutes) ● The teacher will further explain the exhibitions if students have any doubts. ELABORATION (10 Minutes) ● The students will visually understand how slavery affected/impacted the RGV. Teacher: Ms. Gonzalez, Ms. Cantu, Ms. Cerda Date: Day 6- Field trip to Museum of South Texas EVALUATION (5 Minutes) ● The teacher will provide students with a quick questionnaire about the exhibition at the Museum. ● The questionnaire will include the following questions: ● What did you think about the museum? ● Do you think people living in the RGV during Slavery were affected? ● How did the exhibition helped you clarify slavery concepts? Subject / grade level: 4th Grade Materials: Pen/pencil Proclamation worksheet Proclamation PowerPoint NC SCOS Essential Standards and Clarifying Objectives Lesson objective(s): The learner will create a proclamation to declare the importance of slavery abolishment. Differentiation strategies to meet diverse learner needs: ● ELL students will be paired un with a proficient ELL student. ● Extra time will be given for students if needed. ● The teacher will be monitoring students for any kind of help they need. ●The teacher will have a word wall with vocabulary terms. ● The teacher will speak in complete and concise sentences. ENGAGEMENT Students will watch a video created by the teacher. https://youtu.be/sw6cVPIVb6Q . EXPLORATION (5 Minutes) ● The teacher will guide a whole group discussion about the video they just watched. ● Students will express their opinions about the situation. EXPLANATION (15 Minutes) ● The teacher will present a PowerPoint about a Proclamation, and it will include, iits purpose, its importance, and examples. ELABORATION (10 Minutes) ● The student will be give a proclamation worksheet. ● It is important for students to express their feelings and opinions towards slavery/peonage and create their own proclamation. EVALUATION (5 Minutes) ● Students will volunteer to read their Proclamation In front of class. Teacher: Ms. Gonzalez, Ms. Cantu, Ms. Cerda Date: Day 7 Authentic Assessment The students will reenact the Willacy court case as a whole class. Each student will have a role related to the case, and will have to interpret to the best of their ability. The student will be responsible of researching and making connections with what they have learned throughout the lessons to the fit the role they are given. The roles will include: A judge, jury, the defence, defendant, testimonies, and the sheriffs. The students will be graded based on their knowledge of the case and their performance. References Audiopedia, T. (2017, February 08). Retrieved February 22, 2019, from https://www.youtube.com/watch?v=d88xXp-ZrFQ&t=97s Brent Campney’s research collection on race relations in South Texas; February 7, 1922.ELIBR000179, Box #1, Folder Willacy County Peonage Scene and Quintuple Lynching 1926-1927. University Library, Special Collections and University Archives, University of Texas Rio Grande Valley, Edinburg, Texas. E., T. (2011, July 27). Borger Daily Herald (Borger, Tex.), Vol. 1, No. 103, Ed. 1 Wednesday, March 23, 1927. Retrieved from https://texashistory.unt.edu/ark:/67531/metapth167035/m1/1/ Illustrated, H. (2015, October 08). Retrieved February 22, 2019, from https://www.youtube.com/watch?v=IUfJCh7Rd_Q Primary Sources on Peonage. (n.d.). Retrieved from https://libraries.olemiss.edu/information-literacy/2016/11/02/primary-sources-on-peonage/ . Video peonage. (2019, February 23). Retrieved from https://youtu.be/sw6cVPIVb6Q. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Peonage Lesson Plan Subject The topic of the resource Peonage Forced labor Race relations Indentured servants Social conditions Forced labor--slavery Description An account of the resource Peonage, also known as debt slavery, was used an option for farmers to control labor. The Raymondville peonage cases, which were the first of their kind in Texas history, were tried in the Nueces County federal court in January 1927. Although the practice was illegal, peonage labor was used during the early twentieth century in some counties of South Texas, where it had become common to force laborers, usually Mexican or African Americans but also whites, to work off debts owed to farmers. During times of labor shortage the practice included charging individuals with vagrancy in order to force them into labor; "friendly farmers" paid off their fines and then had the prisoners work off the debt by picking cotton, often under armed guard. Handbook of Texas Online, Alicia A. Garza, "RAYMONDVILLE PEONAGE CASES," accessed July 29, 2019, http://www.tshaonline.org/handbook/online/articles/pqreq. Grade 4 Creator An entity primarily responsible for making the resource Ana Cerda Lezly Gonzalez Melissa Cantu Source A related resource from which the described resource is derived UTRGV College of Education EDCI3335.32 Spring 2019 Publisher An entity responsible for making the resource available University of Texas Rio Grande Valley Special Collections and University Archives Date A point or period of time associated with an event in the lifecycle of the resource 1865 1927 Contributor An entity responsible for making contributions to the resource University of Texas Rio Grande Valley UTRGV College of Education Stephanie Anckle Rights Information about rights held in and over the resource Cerda, Ana, Gonzalez, Lezly, and Cantu, Melissa. (2019). Lesson Plan for Peonage Lesson Plan. Retrieved from. https://rgvprimarysourceguides.omeka.net/files/show/96 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-Peonage-CerdaGonzalezCantu Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Raymondville, Texas labor labor rights peonage https://omeka.utrgv.edu/files/original/6e0741c65673d4d5979f6513c57ba0b9.pdf 04ce4a750748f0ef40bfc2961dc68c65 Lesson Plan A resource that gives a detailed description of a course of instruction. Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 3 days Standards NC SCOS Essential Standards and Clarifying Objectives (1) History. The student understands how individuals, events, and ideas have influenced the history of various communities. The student is expected to: (A) describe how individuals, events, and ideas have changed communities, past and present; (B) identify individuals who have helped to shape communities; Objectives Students will be able to describe how the community of Brownsville has changed. Students will be able to identify the individuals who helped shape how Brownsville is today. Materials Paper Computer Internet Presentation software Pencils Lesson Plan Text Essential Questions: Where did the battle of Palo Alto take place? What weakened the Mexican army troops? Rationale: In this lesson the students will make connections on their prior knowledge of Brownsville and the new information of Palo Alto. Methods: The first step was to get authentic information using articles, maps, and photographs from the UTRGV Special Collections and Archives. After gathering the information we needed, we saw some videos and pictures of the Palo Alto battlefield to experience and make connections on what we had read. Theoretical framework: This lesson plan will be functional if you are looking for local history. Keywords: Congress, Territory, Mexican-American, Independence, Draft, Army Introduction Summary: The purpose of this lesson is to help students understand the Battle of Palo Alto which happened in the Rio Grande Valley. The Battle of Palo Alto was the first battle of the Mexican-American War. Palo Alto recalls the scenes described by soldiers in dozen of letters and diaries entries. By the students understanding the history of Palo Alto, they will gain outlook of their local history. Background: The battle that took place in Palo Alto was the first of many that occurred during the Mexican-American War. It took place on May 8, 1846 in Brownsville, Texas. The battle initiated a series of events that would change the course of history for both nations. The Mexican-American War occurred because America wanted to expand its territory across all of the North American continent as they wanted to fulfill America’s “Manifest Destiny”. Furthermore, the loss of sovereignty in its northern frontier was Mexico’s motive to fight in the war as their people had developed and settled across it since the 16th century. Mexico faced many invading forces including one led by General Zachary Taylor who later became the 12th president of the U.S. The war ended in February 2, 1848 with Mexico signing the Treaty of Guadalupe that awarded the United States an additional 525,000 square miles (land that makes up present day Arizona, Nevada, New Mexico, Utah, and Wyoming). Place-Pedagogy Education: Place-Based Education is an approach that connects learning and communities with the primary goals of increasing student engagement, boosting academic outcomes, impacting communities, and promoting understanding of the world around us. It emphasizes hands on and it is always related to real-world learning experience. The benefits of Place-Based Education are that learning is grounded in local communities and contexts, the students experience student centered and personalized learning, and it is relevant and engaging. Another benefit is that it boosts students achievement, students connect with a place, and it creates a partnership between schools and communities. The lessons can be inquiry-based and the students can gain better understanding of the world around them. Research has shown that place-based education has increased student achievement. The students use local as one of the primary resources for learning. For example, my lesson plan is on the Battle of Palo Alto. I would used place-based education by having a field trip to the battlefield so the students lesson will be more relevant. The students get to make connections with what they learned and what they will see and it broaden their educational experiences. The students will get motivated and engaged in an active learning experience. Methods Name of lesson: The Battle at Palo Alto Grade level, population, and subject: This is an elementary school lesson that can be taught to teach students how Texas came to be. This lesson is aligned to the social studies standards that are listed for third grade. Procedure: Any artifacts such as pictures, brochures, and newspapers that are used during this lesson are from the UTRGV Special Collections and Archives. Subject / grade level: History 3rd grade Materials: See powerpoint and anchor video NC SCOS Essential Standards and Clarifying Objectives (1) History. The student understands how individuals, events, and ideas have influenced the history of various communities. The student is expected to: (A) describe how individuals, events, and ideas have changed communities, past and present; (B) identify individuals who have helped to shape communities; Lesson objective(s): ● Students will be able to describe how the community of Brownsville has changed ● Students will be able to identify the individuals who helped shape how Brownsville is today Differentiation strategies to meet diverse learner needs: ● ELL's modification: The modifications will be available for English language learners to make sure it is clear to them what it is that the teacher wants them to demonstrate while approaching the problem in a nonrestrictive way.For ELL's the teacher will ask the students to verbally respond and record their responses; this allows them to communication with the teacher and share their understanding of the material in a way that does not create a language barrier. The teacher will read the assignment closely, use sentence stems, and model instructions and directions. ● Special Education modifications: The modifications will be provided such as extended time to read, think about, and answer questions. Special education students will be given an outline of the lesson and teacher will read out loud the directions, so the student has a better understanding of what is expected from them. The student will work with fewer items per page, will have more time to work on projects/assignments, and take frequent breaks if needed. ● GT students modifications: The modifications will be provided such as expanding their learning by asking them open ended and higher order thinking questions. ENGAGEMENT ● The teacher will show a short video on the Palo Alto Battlefield. ● The teacher will ask a higher order question and have a class discussion to activate prior knowledge. EXPLORATION ● The teacher will begin by presenting students with a PowerPoint about the important individuals that had a part in the Palo Alto Battlefield. ● The teacher will ask questions regarding the PowerPoint to keep students engaged, for recall, and build foundation for new knowledge. ● Half of the students in the classroom will be given a card with a name of an important individual that fought in the battle of Palo Alto. ● The other half of the students in the classroom will be given a card with details about an individual who fought in the battle of Palo Alto. ● Students will then be asked to calmly walk around the room to look for their peer holding the card that corresponds to their own. ● After 5 minutes students will then read what is in their cards with their partners to be evaluated on how much they learned about the individuals who helped changed the community into what it is today. EXPLANATION ● The lesson will begin by presenting students with a power point that describes the differences between the past and present day of Brownsville, Texas. ● They will then be asked to answer the following question as a class: “what do you think is different between the past and present?” ● Students will then be instructed to work in groups of 4 to make a Venn diagram that lists the differences between past and present day of Brownsville ● They will present their Venn diagram to the rest of the class ELABORATION ● The lesson will begin by asking the students what they remember about the previous two lessons: “What do you remember about the Battle at Palo Alto?”, “Who took part in the battle and what was their role in it?”. ● The students will then construct a three section foldable showcasing what they have learned the past few lessons. ● The foldable should contain information about the battle at Palo Alto on the left fold and information about the individuals who participated in the battle on the right fold. ● In the middle of the fold students will draw what they believe the battle field may have looked like in the past and then draw what it looks like in the present. EVALUATION ● Summative Assessment: 1) When did the Battle of Palo Alto happen? a. May 8, 1846 b. May 5, 1845 c. February 2, 1848 d. September 6, 1994 2) Where did the Battle of Palo Alto take place? a. Weslaco, Texas b. Austin, Texas c. Brownsville, Texas d. San Antonio, Texas 3) How would you describe what is in the picture above? a. The Mexican side is signing the Treaty of Guadalupe. b. The Mexican side is welcoming the American side to their land. c. The Mexican side and the American side are battling with each other for land. d. The American side is retreating from the battle that is taking place. 4) What summarization best describes the Battle of Palo Alto? a. The United States wanted to gain Mexico. The Mexican soldiers weren’t prepared, there poor equipment helped the United States win Mexico territory. b. Mexico refused to recognize Texas or Rio Grande River as an independent nation. Congress declared war and as a result of the war the United States gained three Mexican states. c. Mexico wanted the United States and declared war. Due to America’s soldiers poor training and equipment Mexico won the battle of Palo Alto. d. The United States fired a cannon ball towards Mexico by accident and the war began. 5)The battle of Palo Alto was part of which War? a. The Mexican-American War. b. The American Civil War. c. The Spanish-American War. d. The War of 1812. 6)What event happened in 1848? a. The Mexican-American war ended. b. Mexico surrendered. c. General Taylor passed away. d. Zachary Taylor became the 12th president of the United States. 7)Why did the battle of Palo Alto occurred? a. Mexico wanted to expand their land across the North American continent. b.The American side was afraid of losing land that they had developed since the 16th century. c. Mexico wanted to combine their land with the U.S. d. Mexico refused to recognize Texas or Rio Grande River as an independent nation. 8) What did the United States gain from the war? a. The United States won the Western part of Mexico. b. The United States gained territory in New Mexico. c. The United States gained control over three Northeastern Mexican States. d. The United States gained control over Mexico. 9)What would have happened if General Taylor had not moved a force into Texas to defend the Rio Grande border? a. He would had become President sooner. b. The Rio Grande River would had still been part of Mexico. c. Mexico and the United States would be partners. d. 10) What helped the United States from defeating Mexico? a. The United States had 200 more soldiers than Mexico. b. Mexico had poor weapons, equipment, and training compared to the United states. c. Mexico had less soldiers than the United States. d. The United States had a lot of support for other counties. 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 Battle of Palo Alto Lesson Plan Subject The topic of the resource Mexican War, 1846-1848 Palo Alto, Battle of (Texas : 1846) War Battle National Park Service Treaty of Guadalupe United States. Army Description An account of the resource The battle that took place in Palo Alto was the first of many that occurred during the Mexican-American War. It took place on May 8, 1846 in Brownsville, Texas. The battle initiated a series of events that would change the course of history for both nations. The Mexican-American War occurred because America wanted to expand its territory across all of the North American continent as they wanted to fulfill America’s “Manifest Destiny”. Furthermore, the loss of sovereignty in its northern frontier was Mexico’s motive to fight in the war as their people had developed and settled across it since the 16th century. Mexico faced many invading forces including one led by General Zachary Taylor who later became the 12th president of the U.S. The war ended in February 2, 1848 with Mexico signing the Treaty of Guadalupe that awarded the United States an additional 525,000 square miles (land that makes up present day Arizona, Nevada, New Mexico, Utah, and Wyoming). Grade 3 Creator An entity primarily responsible for making the resource Aisha G. Karina O. Source A related resource from which the described resource is derived UTRGV College of Education EDCI3335-32 Spring 2019 Publisher An entity responsible for making the resource available University of Texas Rio Grande Valley Special Collections and University Archives Date A point or period of time associated with an event in the lifecycle of the resource 1846 Contributor An entity responsible for making contributions to the resource University of Texas Rio Grande Valley UTRGV College of Education Stephanie Anckle Rights Information about rights held in and over the resource G., Aisha, and O., Karina. (2019). Lesson Plan for Battle of Palo Alto Lesson Plan. Retrieved from https://rgvprimarysourceguides.omeka.net/items/show/97 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-PaloAlto-Gonzalez 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 Mexican American War Palo Alto primary source https://omeka.utrgv.edu/files/original/c39f81cf4a852687f0ca9f0fe7c6cd6d.pdf e549f558b39a1eee7e1250175e617f5a 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 §113.13. Social Studies, Grade 2, Beginning with School Year 2011-2012. (7) Geography. The student understands how physical characteristics of places and regions affect people's activities and settlement patterns. The student is expected to: (A) describe how weather patterns and seasonal patterns affect activities and settlement patterns; (C) explain how people depend on the physical environment and natural resources to meet basic needs; and (D) identify the characteristics of different communities, including urban, suburban, and rural, and how they affect activities and settlement patterns. Objectives 1. Students will be able to describe weather patterns and how they affect activities. 2. Students will be able to explain how people depend on natural resources to meet basic needs. 3. Students will be able to identify the characteristics of different communities. Materials ● Poster Boards ● Cause-and-Effect / KWL chart ● Pencils, markers, crayons, “post-its”, paper, scissors ● Fly swatter ● Video: “Texas Citrus: Grove to Table” https://youtu.be/h56jbxUQJbQ ● John H. Shary Autobiography (http://missiontexas.us/about-mission/famous-people/john-shary/) ● Video: “Meet the Farmer” (https://www.youtube.com/watch?v=WDwnvWJiAao) ● Book: “Scenes of Texas: Citrus a proud heritage” ● News Articles: (Disease threatens South Texas citrus industry & Texas' multi-million dollar citrus industry threatened by recent cold snap) ● Social Studies Journal ● Kahoot, iPads, Dictionaries Lesson Plan Text ABSTRACT Essential Questions: ● What role did John H. Shary have in the development of citrus farming in the Rio Grande Valley? ● What impact did citrus farming have in the Rio Grande Valley? ● How did citrus farming help shape the Rio Grande Valley into what it is today? In this lesson we will be learning the Citrus Farming in the Rio Grande Valley and how it developed into the industry we have today. We will discuss in which communities citrus tree grow in and their characteristics, who John Shary was and how he utilized natural resources to grow his industry, and the effects the different weather patterns such as snow, floods, and extreme heat has on citrus farming in the community. Our research on the beginnings of citrus farming and on who John H. Shary was took place in the University of Texas at Rio Grande Valley’s library. Our information was gathered from the Special Collections and Archives rooms as well as the John H. Shary Collection. We collected photographs, newspaper stories, and articles to create our lesson. Keywords: Farming: the activity or business of growing crops and raising livestock. Employed: to hire or engage the services of (a person or persons); provide employment for; have or keep in one's service Orchards: an intentional planting of trees or shrubs that is maintained for food production Grapefruit: a subtropical citrus tree known for its sour to semi-sweet, somewhat bitter fruit Citrus: a tree of a genus that includes citron, lemon, lime, orange, and grapefruit. Crops: a cultivated plant that is grown as food, especially a grain, fruit, or vegetable INTRODUCTION – WHAT & WHY? The purpose of this lesson is to help students understand the multimillion Citrus Farming Industry in the Rio Grande Valley and how it all came to be. These are the three main points of this lesson: To learn about the characteristics of the communities where citrus trees grow in the RGV, to learn how did John H. Shary began to depend on natural resources to become the Founder Father of the Citrus Industry, and to learn how different weather patterns of the RGV can affect the citrus farming. At the end of this unit, students will be able to know that the RGV has the perfect climate for citrus farming. The Texas citrus industry first took off in the Rio Grande Valley in the late 1800s. John H Shary was a land developer and colonizer from Nebraska who became involved in the development and growth of the region after he took a tour of an orchard in 1912. In 1915, Mr. Shary planted 360 acres of citrus trees in McAllen Texas. Shary bought and subdivided 50,000 acres of citrus in the valley. Shary was correct about the soil in the Valley land. It was able to produce citrus in mass. Trees had been grown in family yards and gardens but now a larger amount of citrus was being planted. Eventually production outnumbered consumption which led Shary to realize his potential of this crop and began to market and distribute. The first carload was shipped out in 1920 by a train in McAllen. Citrus growers were successful in the valley because of their access to transportation. The railroad became the chief distributor. A second reason was the extensive irrigation system. Grapefruit roots did not grow very deep into the ground and so growers had to flood their orchards four times a year. The fertility of the soil was also a major contributor to the success. The area was considered semi-arid but new soil was brought in with each irrigation. Valley growers did not have to fertilize the land like those in Florida and California. Share then organized a chain of shipping plants, commercial packing, and large growers which is now known as the Texas Citrus Growers exchange. During the 1930s there was a flurry surrounding the citrus activity. Mission began a Citrus fiesta in 1932 to promote and celebrate citrus in the Rio Grande Valley. In 1937 the RGV Citrus exchange had become the largest juicing plant in the nation. Share had opened the path for future development transforming mission which later included McAllen and Edinburg. Place-pedagogy education Place-based pedagogy emphasizes students’ learning by incorporating their local culture, environment, and experiences within their own community (Smith, 2002). Teachers utilize place- based pedagogy to teach different concepts in social studies, language arts, mathematics, and science amongst other subjects. Place- based education engages students in real life learning experiences to deeply understand and further strengthen their connection to their community. Using place- based education creates lessons that encourages higher student engagement in the classroom and their community. It helps student recognize and address the issues surrounding the socioeconomic, environmental, as well as the opportunities presented. These real- life experiences will be the foundation for a more meaningful learning experience in the classrooms. The history of place- based education goes back to the 1890s when American philosopher and educator John Dewey argued that children learn best when they are engaged with their surrounding environment and their school curriculum allows them to make a connection of their previous experiences to their present. This approach led to the paced based pedagogy. Place- based education gives elementary students of the Rio Grande Valley the ability to be able to recognize and comprehend the unique history of their region and embrace it. It will help them being proud of where they come from while having the resources to act whenever an issue arises. METHOD(s) – HOW & WHEN? Methods Name of the Lesson: The Citrus Farming Industry in the Rio Grande Valley. Grade level and population and subject: This is an elementary lesson and can be taught as early as late October when the citrus season begins. It is aligned to the 2nd grade social studies standards listed in TEKS. This lesson can give students an opportunity to engage and explore the biggest industry in the RGV. Students can activate their prior knowledge because most of students have been exposed to citrus trees or have seen citrus crops around the RGV. Students can also construct their knowledge and making connections to academic content in a meaningful way. This also gives students an opportunity to know more about the characteristics and weather patterns of the community they live in and how people depend on natural resources to survive. Procedures: All the information and artifacts collected are from the UTRGV Special Collections and Archives. Most of the photographs have been authenticated by the UTRGV faculty. Videos and photographs of the citrus crops have been taken from the McAllen-Mission area. 5 E Lesson Plan Subject / grade level: Citrus Industry in the Rio Grande Valley / 2nd grade Materials: ● Poster Boards ● Cause-and-Effect / KWL chart ● Pencils, markers, crayons, “post-its”, paper, scissors ● Fly swatter ● Video: “Texas Citrus: Grove to Table” https://youtu.be/h56jbxUQJbQ ● John H. Shary Autobiography (http://missiontexas.us/about-mission/famous-people/john-shary/) ● Video: “Meet the Farmer” (https://www.youtube.com/watch?v=WDwnvWJiAao) ● Book: “Scenes of Texas: Citrus a proud heritage” ● News Articles: (Disease threatens South Texas citrus industry & Texas' multi-million dollar citrus industry threatened by recent cold snap) ● Social Studies Journal ● Kahoot, iPads, Dictionaries NC SCOS Essential Standards and Clarifying Objectives §113.13. Social Studies, Grade 2, Beginning with School Year 2011-2012. (7) Geography. The student understands how physical characteristics of places and regions affect people's activities and settlement patterns. The student is expected to: (A) describe how weather patterns and seasonal patterns affect activities and settlement patterns; (C) explain how people depend on the physical environment and natural resources to meet basic needs; and (D) identify the characteristics of different communities, including urban, suburban, and rural, and how they affect activities and settlement patterns. Lesson objective(s): 1. Students will be able to describe weather patterns and how they affect activities. 2. Students will be able to explain how people depend on natural resources to meet basic needs. 3. Students will be able to identify the characteristics of different communities. Differentiation strategies to meet diverse learner needs: SPED: Scaffolding, extra time to complete tasks. GATE gifted: Encourage students to do research on their own to find online news articles regarding the Citrus Farming Industry in the Rio Grande Valley. Promote their critical thinking skills by asking them to reflect on their journals and Specific Learning Disabilities: Allow students to work in partners and allow them to use resources such as their electronic devices for visuals to make connections with the vocabulary words. ELL: Encourage students to use dictionaries and resources such as their electronic devices for visuals and translations. Allow them to have extra time if needed. MONDAY ENGAGEMENT: ● The teacher will begin the lesson by bringing a basket with grapefruits to the classroom. Some grapefruits will be passed around to the students. The teacher will ask them if they have tasted one before or if anyone in their families eat grapefruits activating their prior knowledge. The students will also be asked how the grapefruits feel (smooth, rough) and how they look (big, small, round). The teacher will then cut the grapefruits into pieces and allow the students to each take a piece to taste it if they want to describing how they taste (sweet, sour, bitter). Teacher will have a KWL chart in a poster board and will give out two “post-its” for students to write what they know about Citrus Farming and what they want to know. As they finish the tasting and writing on the KWL chart, the teacher will show the following video about citrus farming in the Rio Grande Valley https://youtu.be/h56jbxUQJbQ. After the video, the students will participate in a group/class discussion where they will discuss a question as a group then present their response to the class. The questions will include ‘When do citrus grow: during what season? How do they grow; what soil is needed to grow them?’ and ‘Where are grapefruits grown (in the city urban, rural setting).’ ● Once they are done presenting their responses, the teacher will ask the students to think if they know who John H. Shary was and why he was called “The Father of the Texas Citrus Industry” to be discussed the next day. TUESDAY EXPLORATION ● Students will create a gallery walk. The teacher will break the class into four groups to let them create a poster and share it with others. Each group is going to be given a topic and support materials for them to research. Students will write down important information and draw pictures in their posters for them to present. ● Group one is going to research the topic of “Who is John H. Shary?” and will be given a hard copy of his autobiography (John Shary) and some photographs of his work from the “Scenes of Texas: Citrus a proud heritage”. ● Group two is going to research the topic of “What is the Citrus Industry in the Rio Grande Valley?” and will be given information and photographs from the “Scenes of Texas: Citrus a proud heritage”. ● Group three is going to research the topic of “How does the Citrus Industry help the people of the Rio Grande Valley?” and will be given news articles and a video (Meet the Farmer) to know about a citrus farmer’s job and how the citrus industry help the economy. ● Group four is going to research the topic of “What are some threats the Rio Grande Valley’s Citrus Industry has?” and will be given with hard copy newspaper articles and photographs about diseases and weather patterns affecting the crops. (Disease threatens South Texas citrus industry & Texas' multi-million dollar citrus industry threatened by recent cold snap) ● Students will have time to work on their posters as the teacher will walk around to answer any questions. Once the time is up, the teacher will put the posters up and will give each student a number from 1 through 4. All of the students with the number 1 will go to Poster number 1 and so on. Once students are in their groups they will look at their designated poster and the person who helped create the poster will act as the teacher and will explain the information on the poster to his/her classmates. Teacher will tell the students to rotate to the next poster and they will continue until they return to their original poster. After presentations are over, students will go back to their desks and will write on their journals about what they learned today. WEDNESDAY EXPLANATION ● Displaying photographs from the, “Scenes of Texas: Citrus a proud heritage”, students will gather around the mat for a group discussion. The photos displayed will focus on the ones that have extreme weather changes occurring such as snow, rainfall, or extreme heat. The teacher will explain how farmers adapt to these weather conditions and how they protect their crops. After an explanation, the teacher will have follow up questions, asking the students to think of ways they could protect the crops from snow, what rainfall will do to the crops, and in what weather conditions the crops will prosper. ● Following up the discussion, as the students continue on the mat, the teacher will bring out a cause and effect chart. The cause and effect chart will include snow, flooding (massive amounts of rainfall), and extreme heat conditions on the left side under the causes. Students will be called on and asked “what happens to the crops during these weather conditions?, how can you protect the crops during these weather conditions?”. As the questions are being answered the teacher will write the key points of the students answers onto the chart. THURSDAY ELABORATION ● Students will create a flip book with the vocabulary words that they have learned (industry, natural resource, rural, farming, employed, orchards, grapefruit, citrus). Using the “I do, you do” technique the teacher will model how to cut the paper flaps and students will follow, handling their own scissors. The teacher will write the vocabulary word on the outside of the flap. The definition will be written down on the back of the flap, corresponding to the vocabulary word. The teacher will model and then the students will do under the teacher’s supervision. If time permits, students will draw a picture next to their definition that captures the essence of the vocabulary word. ● After the flip book, the teacher will divide the class in half. Using the vocabulary words learned, the vocabulary words will be posted in a random order on the board in a jumbled-up format. Two students, one from each group, will come up to the board and receive a fly swatter. The teacher will read the definition out loud and the first student that “smacks” the correct word will win a point for their team. In order to make it fair, the points are not seriously taken into account, it is just for the sake of the game. Throughout the game the teacher will discuss with the entire class giving them key-words or examples to remember the definition of the vocabulary word. ● In conclusion, the students will gather around the mat for a think pair share session. The topics we have discussed throughout the week will be asked in a higher order of thinking. Students will be asked, “why do you think farming is beneficial for our communities?, do you think that there will be farmers in the future?, how has farming changed the way people live from the past to the present?”. FRIDAY EVALUATION ● Students will be participating in a Kahoot! quiz game to review the information. ● Students will be given a summative assessment as a 10 multiple choice question worksheet where they will be tested on their understanding of the Citrus Farming in the Rio Grande Valley. ● Students will be given a “post-it” to write about what they learned and finish the last part of the KWL chart. Assessment 1. Who is the father of the Citrus Industry in the Lower Rio Grande Valley? 2. What is a result of a citrus crop shortage? 3. Name two activities that affect the citrus crops. 4. What is the relationship between weather patterns and citrus farming? 5. Why do you think people farm in the Rio Grande Valley? 6. How would you describe the Citrus Farming Industry? 7. If you were a citrus farmer, what would you do to protect your crop from bad weather? 8. List three characteristics of the communities where people can practice citrus farming. 9. What is the function of a good soil in farming? 10. Based on what you know how would you explain the success of the citrus industry in the Rio Grande Valley? REFERENCES / CITATIONS 1. Dick Heller Jr. Collection; ELIBR-0042, University Library, Special Collections and University Archives, University of Texas Rio Grande Valley, Edinburg, TX. 2. John H. Shary Collection; ELIBR-0002, [Box 243]. University Library, Special Collections and University Archives, University of Texas Rio Grande Valley, Edinburg, TX. 3. RGV Promotional Literature Collection; ELIBR-0151, [Box 2]. University Library, Special Collections and University Archives, University of Texas Rio Grande Valley, Edinburg, TX. 4. Scenes of Texas Citrus: A proud heritage. (2008). Mission, TX: Texas Citrus Mutual. 5. Smith, G. A. (2002). Going Local. Educational Leadership, 60(1), 30. Retrieved from http://ezhost.utrgv.edu:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=tfh&AN=7386622&site=ehost-live 6. Smith, G. A. (2002). Place-based education: learning to be where we are. Phi Delta Kappan, 83(8), 584–594. Retrieved from http://ezhost.utrgv.edu:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=rgm&AN=503872721&site=ehost-live 7. The Valley Miracle, RGV Promotional Literature Collection; ELIBR-0151, University Library, Special Collections and University Archives, University of Texas Rio Grande Valley, Edinburg, TX. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Citrus Farming Industry in the Rio Grande Valley Lesson Plan Subject The topic of the resource Citrus fruit industry Agriculture Promotional material Industry Description An account of the resource The Texas citrus industry first took off in the Rio Grande Valley in the late 1800s. John H. Shary was a land developer and colonizer from Nebraska who became involved in the development and growth of the region after he took a tour of an orchard in 1912. In 1915, Mr. Shary planted 360 acres of citrus trees in McAllen Texas. Shary bought and subdivided 50,000 acres of citrus in the valley. Shary was correct about the soil in the Valley land. It was able to produce citrus in mass. Trees had been grown in family yards and gardens but now a larger amount of citrus was being planted. Eventually production outnumbered consumption which led Shary to realize his potential of this crop and began to market and distribute. The first carload was shipped out in 1920 by a train in McAllen. Citrus growers were successful in the valley because of their access to transportation. The railroad became the chief distributor. A second reason was the extensive irrigation system. Grapefruit roots did not grow very deep into the ground and so growers had to flood their orchards four times a year. The fertility of the soil was also a major contributor to the success. The area was considered semi-arid but new soil was brought in with each irrigation. Valley growers did not have to fertilize the land like those in Florida and California. Shary then organized a chain of shipping plants, commercial packing, and large growers which is now known as the Texas Citrus Growers exchange. During the 1930s, there was a flurry surrounding the citrus activity. Mission began a Citrus fiesta in 1932 to promote and celebrate citrus in the Rio Grande Valley. In 1937, the RGV Citrus exchange had become the largest juicing plant in the nation. Share had opened the path for future development transforming mission which later included McAllen and Edinburg. Grade 2 Creator An entity primarily responsible for making the resource Alejandra Ledezma Melanie Maldonado Karen Aleman Source A related resource from which the described resource is derived UTRGV College of Education EDCI3335-32 Spring 2019 Publisher An entity responsible for making the resource available University of Texas Rio Grande Valley Special Collections and University Archives Date A point or period of time associated with an event in the lifecycle of the resource 1880 1937 Contributor An entity responsible for making contributions to the resource University of Texas Rio Grande Valley UTRGV College of Education Stephanie Anckle Rights Information about rights held in and over the resource Ledezma, Alejandra, Maldonado, Melanie, and Aleman, Karen. (2019). Lesson Plan for Citrust Farming Industry in the Rio Grande Valley. Retrieved from. https://rgvprimarysourceguides.omeka.net/items/show/98 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-CitrusIndustryRGV-LedezmanMaldonadoAleman Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Mission, Texas primary source https://omeka.utrgv.edu/files/original/6eec953479018a90a08ad77ce1e4b9bc.jpg 8fd07a9c8bdf860d5be8272249d49925 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Charro Days Subject The topic of the resource Festivals--Charro Days Description An account of the resource Charro Days is celebration of friendship between the citizens of Brownsville, Texas in the United States and Matamoros, Tamaulipas in Mexico. The week-long festival celebrating Mexican-American traditions began in 1938 to boost the economy and the spirits of the community suffering from the Great Depression and aftermath of recent hurricane. Date A point or period of time associated with an event in the lifecycle of the resource 1938 to present 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 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Photograph Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Charro Days: Couple Dancing Subject The topic of the resource Events Charro Days Local Celebrations Mexican American Description An account of the resource A picture of a couple dancing during the Charro Days celebrations. Source A related resource from which the described resource is derived 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 Format The file format, physical medium, or dimensions of the resource JPEG Type The nature or genre of the resource Image Identifier An unambiguous reference to the resource within a given context Cruz-Elia-02-001 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Brownsville, Texas Rio Grande Valley Creator An entity primarily responsible for making the resource Elia Cruz Date A point or period of time associated with an event in the lifecycle of the resource 2014-09-27 2014 Rights Information about rights held in and over the resource UTRGV History Harvest; A picture of a couple dancing during the Charro Days celebrations, September 27, 2014. BD010, Charro Days: Couple Dancing, 2014. University Library, Special Collections & University Archives, University of Texas Rio Grande Valley, Brownsville, Texas. charro days dancing photographs primary source https://omeka.utrgv.edu/files/original/b5696a3d0a88e6fb781cfd377dddadd6.jpg a82c50ceb7655b988593afe312ec5e87 https://omeka.utrgv.edu/files/original/f94f5c5511db487cef98d32f510b44f8.jpg 5f32481ced92a6bdc6fae840ea058907 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Charro Days Subject The topic of the resource Festivals--Charro Days Description An account of the resource Charro Days is celebration of friendship between the citizens of Brownsville, Texas in the United States and Matamoros, Tamaulipas in Mexico. The week-long festival celebrating Mexican-American traditions began in 1938 to boost the economy and the spirits of the community suffering from the Great Depression and aftermath of recent hurricane. Date A point or period of time associated with an event in the lifecycle of the resource 1938 to present 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 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Charro Days: Children Celebrating Charro Days Subject The topic of the resource Events Charro Days Local Celebrations Mexican American Description An account of the resource Lucy Duurantes with classmates photographed in a parade during a Charro Days celebration. Source A related resource from which the described resource is derived University of Texas Rio Grande Valley Special Collections and University Archives Date A point or period of time associated with an event in the lifecycle of the resource 2014-09-27 2014 Format The file format, physical medium, or dimensions of the resource JPEG Language A language of the resource English Type The nature or genre of the resource Image Identifier An unambiguous reference to the resource within a given context Dorantes-Lucy-01-001 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Brownsville, Texas Rio Grande Valley Creator An entity primarily responsible for making the resource Lucy Dorantes Rights Information about rights held in and over the resource UTRGV History Harvest; Elementary students during a Charro Days parade, September 27, 2014. BD010, Charro Days: Children in Parade, 2014. University Library, Special Collections & University Archives, University of Texas Rio Grande Valley, Brownsville, Texas. Brownsville celebration charro days children dancing festival photographs primary source https://omeka.utrgv.edu/files/original/4778a5497014d81373d003e1c9d8e790.jpg f0d47e3c9aad645c077ad1bc216f94ab Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Charro Days Subject The topic of the resource Festivals--Charro Days Description An account of the resource Charro Days is celebration of friendship between the citizens of Brownsville, Texas in the United States and Matamoros, Tamaulipas in Mexico. The week-long festival celebrating Mexican-American traditions began in 1938 to boost the economy and the spirits of the community suffering from the Great Depression and aftermath of recent hurricane. Date A point or period of time associated with an event in the lifecycle of the resource 1938 to present 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 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data photograph Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Charro Days: Children in Parade Subject The topic of the resource Festivals Charro Days Local Celebrations Mexican American Description An account of the resource A photo of Lucy Durantes and a classmate during a Charro Days parade. They can be seen in costumes. Source A related resource from which the described resource is derived 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 Format The file format, physical medium, or dimensions of the resource JPEG Type The nature or genre of the resource Image Identifier An unambiguous reference to the resource within a given context Dorantes-Lucy-03-001 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Brownsville, Texas Rio Grande Valley Creator An entity primarily responsible for making the resource Lucy Dorantes Rights Information about rights held in and over the resource UTRGV History Harvest; Elementary students during a Charro Days parade, September 27, 2014. BD010, Charro Days: Children in Parade, 2014. University Library, Special Collections & University Archives, University of Texas Rio Grande Valley, Brownsville, Texas. Brownsville celebration charro days dancing festival local event primary source https://omeka.utrgv.edu/files/original/aaf009883f0461f0597acc19b18b16ac.jpg e718ad8c85712610fa0251cf73975c7b Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Charro Days Subject The topic of the resource Festivals--Charro Days Description An account of the resource Charro Days is celebration of friendship between the citizens of Brownsville, Texas in the United States and Matamoros, Tamaulipas in Mexico. The week-long festival celebrating Mexican-American traditions began in 1938 to boost the economy and the spirits of the community suffering from the Great Depression and aftermath of recent hurricane. Date A point or period of time associated with an event in the lifecycle of the resource 1938 to present 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 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data photograph 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 Ford Lee Locket and his Mother dressed for Charro Days Subject The topic of the resource Festivals Charro Days Local Celebrations Mexican American Description An account of the resource A photograph of Ford Lee Locket and his mother. Source A related resource from which the described resource is derived 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 Format The file format, physical medium, or dimensions of the resource JPEG Type The nature or genre of the resource Image Identifier An unambiguous reference to the resource within a given context Ford_Lee_Locket_and_his_mother 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 Rio Grande Valley Date A point or period of time associated with an event in the lifecycle of the resource 2014-09-27 2014 Rights Information about rights held in and over the resource UTRGV History Harvest; A photograph of Ford Lee Locket and his mother, September 27, 2014. BD010, Ford Lee Locket and His Mother, 2014. University Library, Special Collections & University Archives, University of Texas Rio Grande Valley, Brownsville, Texas. Brownsville celebration charro days children festival primary source