6 25 841 https://omeka.utrgv.edu/files/original/7e2b32553426220df959048be8b39923.jpg f3814abd18cd33717e00915de30084d1 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Hometown Teams Subject The topic of the resource athletics, team sports Identifier An unambiguous reference to the resource within a given context https://doi.org/10.51734/DC0002 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Brownsville High School Women's Tennis Team, 1974 Subject The topic of the resource Brownsville High School Tennis Women Description An account of the resource Photograph of 1974 Brownsville High School Women's Tennis Team Creator An entity primarily responsible for making the resource Brownsville High School Source A related resource from which the described resource is derived University of Texas Rio Grande Valley Special Collections and Archives Publisher An entity responsible for making the resource available Brownsville High School University of Texas Rio Grande Valley Date A point or period of time associated with an event in the lifecycle of the resource 1974 Contributor An entity responsible for making contributions to the resource University of Texas Rio Grande Valley Rights Information about rights held in and over the resource No copyright Type The nature or genre of the resource Still image Format The file format, physical medium, or dimensions of the resource JPEG Language A language of the resource English Identifier An unambiguous reference to the resource within a given context ThePalmetto-1974(18) 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 Hometown Teams Subject The topic of the resource athletics, team sports Identifier An unambiguous reference to the resource within a given context https://doi.org/10.51734/DC0002 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 Monograph 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 Brownsville High School's Girls Tennis, 1921 Subject The topic of the resource Brownsville High School Tennis Description An account of the resource Caption: Doris Faulk and Elma Lind assumed the supreme dignity of comprimising B. H. S.'s girls tennis representatives. Unfortunately these young ladies were defeated in doubles (county meet) but Elna showed them what we could do when they really wanted us to, so accordingly secured the singles with very slight effort. Creator An entity primarily responsible for making the resource Brownsville High School Source A related resource from which the described resource is derived Brownsville High School's The Palmetto 1921 Date A point or period of time associated with an event in the lifecycle of the resource 1921 Format The file format, physical medium, or dimensions of the resource JPEG Language A language of the resource English Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Brownsville, Texas https://omeka.utrgv.edu/files/original/af837d69dc545b084cffc820bb1fb03e.Jpeg 3acb97a37a3d5b665820bed235e5c934 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Hometown Teams School Yearbooks Subject The topic of the resource yearbooks high school sports college sports Description An account of the resource A collection of sports stories from yearbooks of the Rio Grande Valley 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 Monograph 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 Brownsville High School's Track Team, 1921 Subject The topic of the resource Brownsville High School Championship Team Track Description An account of the resource Caption: Championship track team, 1921 Creator An entity primarily responsible for making the resource Brownsville High School Source A related resource from which the described resource is derived Brownsville High School Date A point or period of time associated with an event in the lifecycle of the resource 1921 Format The file format, physical medium, or dimensions of the resource JPEG Language A language of the resource English Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Brownsville, Texas 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/978e28f711b16b809e1dae38cfabffbe.pdf 63dce1689e7a0206ac7738deada02cbe Lesson Plan A resource that gives a detailed description of a course of instruction. Lesson Plan Text Abstract The purpose for this week’s lessons is aligned to the fourth grade TEKS in social studies that students should be learning to be successful. The students will learn throughout the week about work and how economic activities can lead people and animals to migrate. As the students learn about the lifestyle and variety of butterflies that share our world they will analyze the effects of exploration, migration and limited resources in our world that cause change and help living things survive. The information and resources used in these lesson plans are composed up from the University of Texas at Rio Grande Valley - Edinburg Campus Library, and the National Butterfly Center website. These resources were gathered to create the lessons so that the students can become aware of what is available to them, around them and learn to appreciate and take care of their environment. Introduction The purpose of the weeks worth of butterflies and migration lessons is to inform students about the world that is around them, from as close as their backyard, to their school campus, even to a location that is just driving distance away from them. As the students go throughout the week they will come to know and hopefully, appreciate, the very insects that fly among us so casually. The students will not only learn about butterflies and their characteristics, but they will also learn about migration. Students will learn that it’s not only people who migrate, but it is also, birds, butterflies, and other types of animals too. These lessons will help students appreciate the life of not only themselves but of other beings we share this earth with too. Rubric Students will be evaluated throughout the week, each day, with the rubric below. The purpose of this rubric is to help the teacher understand what each child is lacking, where the child’s strengths. The teacher will also be able to use this rubric as an informal assessment tool, progress monitor, and a whole class evaluation. Lastly, the teacher will use the rubric as a form to evaluate themselves to see what method or form of teaching is in need of improvement and which can be kept. Student Name 3 2 1 Participation Student was actively engaged. Student was engaged, but still loses focus. Student did very little to no participation. Creativity Student was able to come up with original work. Student is creative, but still relies on others for reassurement. Student copied teachers and/or classmates work. Application Student applied knowledge learned. Student applies some application, but still waits for answers to be given. Student did little to no application of knowledge learned. S.S. Butterflies and Migration Lesson Plan - Day 1 Lesson Title and Duration Different Types of Butterflies 40 minutes Learner Outcomes / Objectives (Write on the board so students and visitors are aware of student learning outcome) Students will learn a few of the variety of butterflies there is. Standards (the California-adopted Common Core Standards and Career Technical Education Standards addressed by this lesson plan) Common Core searchable database: http://db.readinglions.net/commoncore/index.lasso?fa=search Career Technical Education Standards: http://www.cde.ca.gov/ci/ct/sf/documents/ctestandards.pdf §113.15. Social Studies, Grade 4, Beginning with School Year 2011-2012. (b) Knowledge and skills. (12) Economics. The student understands patterns of work and economic activities in Texas. The student is expected to: (C) analyze the effects of exploration, immigration, migration, and limited resources on the economic development and growth of Texas; Materials Needed Journals Activity sheets of different butterflies Visuals of different butterflies Book that tells about different butterflies. Differentiated Learning Needs Visual aids. Anticipatory Set – activities that help focus students on the lesson of the day (the “hook”) Teacher will read a book about different butterflies. Teaching the Lesson ➢ Modeling – how will youdemonstrate the skill or competency? ➢ Instructional Strategies – how will you deliver the lesson? ➢ Check for Understanding – how will you ensure the skill or competency is understood by the students? As teacher references the book, she will explain to class about the different types of butterflies there is in style, size, shape, color, etc. Differentiated Learning Needs Visual aids and original language key words of lesson will be given. Guided Practice / Monitoring – an activity directly supervised by the instructor that allows students to demonstrate grasp of new learning. Instructor moves around the room determining the level of mastery and providing individual remediation as needed. Teacher will show pictures to the students of the different butterflies and students follow along and write the key characteristics of the butterflies. Differentiated Learning Needs Visual aids will be given. Closure – Statements or actions made by the instructor that help students make sense out of what has just been taught, to help form a coherent picture, to eliminate confusion and frustration, and to reinforce major points to be learned. Students will work in partners to mix match the different butterflies to their characteristics card. Independent Practice – a question or problem for students to ponder on their own or in small groups or pairs. The aim is to reinforce and extend the learning beyond the lesson and ideally into real world settings. This may be a homework assignment. Students will draw their favorite butterfly and write the characteristics. Differentiated Learning Needs Characteristics will be given in the students original language and English. Summarize, Evaluate & Reflect – after teaching the lesson, ask students to reflect on their learning. Instructors can also reflect on the lesson, its success, and how it can be improved. Students will share in their groups about their favorite butterfly and compare each others butterflies. S.S. Butterflies and Migration Lesson Plan - Day 2 Lesson Title and Duration Butterflies and Moths 40 minutes Learner Outcomes / Objectives (Write on the board so students and visitors are aware of student learning outcome) Students will learn the differences and similarities between moths. Standards (the California-adopted Common Core Standards and Career Technical Education Standards addressed by this lesson plan) Common Core searchable database: http://db.readinglions.net/commoncore/index.l asso?fa=search Career Technical Education Standards: http://www.cde.ca.gov/ci/ct/sf/documents/ctest andards.pdf §113.15. Social Studies, Grade 4, Beginning with School Year 2011-2012. (b) Knowledge and skills. (12) Economics. The student understands patterns of work and economic activities in Texas. The student is expected to: (C) analyze the effects of exploration, immigration, migration, and limited resources on the economic development and growth of Texas; Materials Needed Activity Sheets Journals Differentiated Learning Needs Visual aids, handson. Anticipatory Set – activities that help focus students on the lesson of the day (the “hook”) Teacher will play small video of moths and butterflies, while scaffolding, and students taking notes of what they find interesting or confusing. Teaching the Lesson ➢ Modeling – how will you demonstrate the skill or competency? ➢ Instructional Strategies – how will you deliver the lesson? ➢ Check for Understanding – how will you ensure the skill or competency is understood by the students? When video ends, teacher asks students about video and will explain to students the main characteristics that sets moths and butterflies apart. Differentiated Learning Needs Handout with visuals and original language will be given. Guided Practice / Monitoring – an activity directly supervised by the instructor that allows students to demonstrate grasp of new learning. Instructor moves around the room determining the level of mastery and providing individual remediation as needed. Teacher will role play charades of the insects characteristics, while students try to figure out whether it’s a moth or a butterfly. Students will work in groups and must raise hands as this will be a sort of game. Differentiated Learning Needs Students will be in partners. Closure – Statements or actions made by the instructor that help students make sense out of what has just been taught, to help form a coherent picture, to eliminate confusion and Teacher goes over again the main characteristics of butterflies and moths. frustration, and to reinforce major points to be learned. Independent Practice – a question or problem for students to ponder on their own or in small groups or pairs. The aim is to reinforce and extend the learning beyond the lesson and ideally into real world settings. This may be a homework assignment. Students will work in groups of four to make a comparison chart of the differences and similarities between moths and butterflies. Differentiated Learning Needs Students will work in partners, may use journal as reference. Summarize, Evaluate & Reflect – after teaching the lesson, ask students to reflect on their learning. Instructors can also reflect on the lesson, its success, and how it can be improved. Students will share their findings to another group. Teacher will walk around hearing all their conversations and chiming in when needed. S.S. Butterflies and Migration Lesson Plan - Day 3 Lesson Title and Duration Migration-butterflies, birds, & people 40 minutes Learner Outcomes / Objectives (Write on the board so students and visitors are aware of student learning outcome) Students will learn about the reasons why and who migrate. Standards (the California-adopted Common Core Standards and Career Technical Education Standards addressed by this lesson plan) Common Core searchable database: http://db.readinglions.net/commoncore/index.l asso?fa=search Career Technical Education Standards: http://www.cde.ca.gov/ci/ct/sf/documents/ctest andards.pdf §113.15. Social Studies, Grade 4, Beginning with School Year 2011-2012. (b) Knowledge and skills. (12) Economics. The student understands patterns of work and economic activities in Texas. The student is expected to: (C) analyze the effects of exploration, immigration, migration, and limited resources on the economic development and growth of Texas; Materials Needed Activity Sheets Journals Differentiated Learning Needs Anticipatory Set – activities that help focus students on the lesson of the day (the “hook”) Teacher enacts a role about someone/something migrating. Teaching the Lesson ➢ Modeling – how will you demonstrate the skill or competency? ➢ Instructional Strategies – how will you deliver the lesson? ➢ Check for Understanding – how will you ensure the skill or competency is understood by the students? Teacher will explain to the students what migration and who migrates. Differentiated Learning Needs Handout with visuals of animals, people, destinations, and reasons with be given. Guided Practice / Monitoring – an activity directly supervised by the instructor that allows students to demonstrate grasp of new learning. Instructor moves around the room determining the level of mastery and providing individual remediation as needed. Teacher has students explain in their groups what migration is, why migration is, and who migrates. Differentiated Learning Needs Students will work in groups and can use handouts as a reference. Closure – Statements or actions made by the instructor that help students make sense out of what has just been taught, to help form a coherent picture, to eliminate confusion and frustration, and to reinforce major points to be learned. Teacher says a “made up” story about someone migrating and class has to answer who migrated, why they migrated and where they migrated. Independent Practice – a question or problem for students to ponder on their own or in small groups or pairs. The aim is to reinforce and extend the learning beyond the lesson and ideally into real world settings. This may be a homework assignment. Teacher has students write a fictional story in their journals about someone who migrated. Students then share to their partner. Differentiated Learning Needs Student(s) may use handout as a reference.    Summarize, Evaluate & Reflect – after teaching the lesson, ask students to reflect on their learning. Instructors can also reflect on the lesson, its success, and how it can be improved. Students will role play in their groups, each group will be assigned a someone migrating and why. Students will come to the front an role play, while rest of the class tries to figure it out. S.S. Butterflies and Migration Lesson Plan - Day 4 Lesson Title and Duration National Butterfly Center 40 minutes Learner Outcomes / Objectives (Write on the board so students and visitors are aware of student learning outcome) Student will learn about the history of the National Butterfly Center and how it takes a big role for butterflies. Standards (the California-adopted Common Core Standards and Career Technical Education Standards addressed by this lesson plan) Common Core searchable database: http://db.readinglions.net/commoncore/index.l asso?fa=search Career Technical Education Standards: http://www.cde.ca.gov/ci/ct/sf/documents/ctest andards.pdf §113.15. Social Studies, Grade 4, Beginning with School Year 2011-2012. (b) Knowledge and skills. (12) Economics. The student understands patterns of work and economic activities in Texas. The student is expected to: (C) analyze the effects of exploration, immigration, migration, and limited resources on the economic development and growth of Texas; Materials Needed Activity sheets Differentiated Learning Needs Anticipatory Set – activities that help focus students on the lesson of the day (the “hook”) Show students a small video of the NBC, then ask students questions about the place before teaching them about it. Teaching the Lesson Teacher will do an anchor chart teaching about the history of the NBC. ➢ Modeling – how will you demonstrate the skill or competency? ➢ Instructional Strategies – how will you deliver the lesson? ➢ Check for Understanding – how will you ensure the skill or competency is understood by the students? Differentiated Learning Needs Guided Practice / Monitoring – an activity directly supervised by the instructor that allows students to demonstrate grasp of new learning. Instructor moves around the room determining the level of mastery and providing individual remediation as needed. Teacher will have students share with each other one thing they found interesting about the NBC. Differentiated Learning Needs Students will work in partners. Closure – Statements or actions made by the instructor that help students make sense out of what has just been taught, to help form a coherent picture, to eliminate confusion and frustration, and to reinforce major points to be learned. Teacher asks students questions about any questions, concerns, or interests they may have. Independent Practice – a question or problem for students to ponder on their own or in small groups or pairs. The aim is to reinforce and extend the learning beyond the lesson and ideally into real world settings. This may be a homework assignment. Have students (work individually) write in their journals a small fact tree about the National Butterfly Center. Differentiated Learning Needs   Students may draw in their journals and use the anchor chart of the NBC as reference.    Summarize, Evaluate & Reflect – after teaching the lesson, ask students to reflect on their learning. Instructors can also reflect on the lesson, its success, and how it can be improved. Have students role play a tour guide, guests, and admissions person (in small groups) using the facts they’ve learned about the National Butterfly Center. S.S. Butterflies and Migration Lesson Plan - Day 5 Lesson Title and Duration Fieldtrip to the National Butterfly Center 40 minutes Learner Outcomes / Objectives (Write on the board so students and visitors are aware of student learning outcome) Students will take a fieldtrip to the National Butterfly Center. Standards (the California-adopted Common Core Standards and Career Technical Education Standards addressed by this lesson plan) Common Core searchable database: http://db.readinglions.net/commoncore/index.l asso?fa=search Career Technical Education Standards: http://www.cde.ca.gov/ci/ct/sf/documents/ctest andards.pdf §113.15. Social Studies, Grade 4, Beginning with School Year 2011-2012. (b) Knowledge and skills. (12) Economics. The student understands patterns of work and economic activities in Texas. The student is expected to: (C) analyze the effects of exploration, immigration, migration, and limited resources on the economic development and growth of Texas; Materials Needed Journals and pencils. Differentiated Learning Needs Flashcards of what students went over throughout the week. Anticipatory Set – activities that help focus students on the lesson of the day (the “hook”) Just before heading off to the NBC teacher will scaffold students on learned material from throughout the week. Teaching the Lesson ➢ Modeling – how will you demonstrate the skill or competency? ➢ Instructional Strategies – how will you deliver the lesson? ➢ Check for Understanding – how will you ensure the skill or competency is understood by the students? Differentiated Learning Needs Flashcards of what students went over throughout the week.. Guided Practice / Monitoring – an activity directly supervised by the instructor that allows students to demonstrate grasp of new learning. Instructor moves around the room determining the level of mastery and providing individual remediation as needed. Students will be put into groups of two and will need to answer the questions on their journal given by teacher. Students may also put whatever they find interesting and have any questions on in their journal so when we get back to the classroom after the fieldtrip, class can have a whole group discussion Differentiated Learning Needs Students working in pairs. Closure – Statements or actions made by the instructor that help students make sense out of what has just been taught, to help form a coherent picture, to eliminate confusion and frustration, and to reinforce major points to be learned. Whole group discussion when arrive to classroom after fieldtrip. Independent Practice – a question or problem for students to ponder on their own or in small groups or pairs. The aim is to reinforce and extend the learning beyond the lesson and ideally into real world settings. This may be a homework assignment. Students write a reflection of what they learned, saw, liked, disliked, etc in their journals. Differentiated Learning Needs Student may draw pictures and write words. Summarize, Evaluate & Reflect – after teaching the lesson, ask students to reflect on their learning. Instructors can also reflect on the lesson, its success, and how it can be improved. Students will share in groups of four (to each other) as teacher walks around and hears on what each kid is saying. References National Butterfly Center website: https://www.nationalbutterflycenter.org/ UTRGV Library LRGV Collection: “The Birding & Butterfly Guide 2005 Checklists, Maps, Hotspots in the Rio Grande Valley” “RGV guidebooks” Copyright 2005, The Monitor (LRGV QL683.L6 B57) “The Rio Grande Valley 2001 Birding & Butterfly Guide” HUNTCO Publishing, Copyright 2001, Brent Hunter (LRGV QL683.L6 B57) “2008 Birding & Butterfly Guide” “RGV guidebooks” Copyright 2008, The Monitor. Publisher - M. Olaf Frandsen (LRGV QL683.L6 B57) 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 Butterflies Lesson Plan Subject The topic of the resource Butterflies Migration Nature Description An account of the resource The purpose of the weeks worth of butterflies and migration lessons is to inform students about the world that is around them, from as close as their backyard, to their school campus, even to a location that is just driving distance away from them. As the students go throughout the week they will come to know and hopefully, appreciate, the very insects that fly among us so casually. The students will not only learn about butterflies and their characteristics, but they will also learn about migration. Students will learn that it’s not only people who migrate, but it is also, birds, butterflies, and other types of animals too. These lessons will help students appreciate the life of not only themselves but of other beings we share this earth with too. Creator An entity primarily responsible for making the resource Ashaley Zapata Source A related resource from which the described resource is derived UTRGV College of Education 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 2001 2005 2008 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 Zapata, Ashaley. (2019). Lesson Plan for Butterflies. https://rgvprimarysourceguides.omeka.net/items/show/106 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-Butterflies-Zapata 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 butterflies migration nature primary source https://omeka.utrgv.edu/files/original/633665cfd2fb70f7b8c890790740198a.jpg 073e46647c6ea6028a7cd865b6efd525 https://omeka.utrgv.edu/files/original/f787353a009e1997de22765700b18550.jpg ad2fabb447a0edd83e9d87b305a534fe 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 Butterfly Type The nature or genre of the resource Image Subject The topic of the resource Local Wildlife Butterflies Nature Insects Animals Description An account of the resource A photograph of a butterfly. Source A related resource from which the described resource is derived University of Texas Rio Grande Valley Special Collections and University Archives Publisher An entity responsible for making the resource available University of Texas Rio Grande Valley Contributor An entity responsible for making contributions to the resource University of Texas Rio Grande Valley Format The file format, physical medium, or dimensions of the resource JPEG Identifier An unambiguous reference to the resource within a given context BLIBR0018-RogerConatserCollection-Butterfly-001 BLIBR0018-RogerConatserCollection-Butterfly-002 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Rio Grande Valley Rights Information about rights held in and over the resource Roger Conatser Collection; photograph of a butterfly, ca. 1980-1989. BLIBR0018, Box, Folder, Photograph of a Butterfly, ca. 1980-1989. University Library, Special Collections & University Archives, University of Texas Rio Grande Valley, Brownsville, Texas. Date A point or period of time associated with an event in the lifecycle of the resource ca. 1980-1989 primary source https://omeka.utrgv.edu/files/original/1125cb7963b793c65c5a2fd93a813bd7.jpg 46b3205ed31acacdffd05154572e3ecc Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Hometown Teams Newspapers Subject The topic of the resource local news Valley Morning Star Mission Times Description An account of the resource Newspapers from the Rio Grande Valley Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Capitols Sign Woodie Head Subject The topic of the resource Baseball Harlingen Capitols Description An account of the resource Article in Valley Morning Star about the new addition to the Harlingen Capitols Creator An entity primarily responsible for making the resource Valley Morning Star Source A related resource from which the described resource is derived Harlingen Public Library Publisher An entity responsible for making the resource available Valley Morning Star Date A point or period of time associated with an event in the lifecycle of the resource 1951-05-04 1951 Contributor An entity responsible for making contributions to the resource Valley Morning Star Type The nature or genre of the resource Text Format The file format, physical medium, or dimensions of the resource JPEG Language A language of the resource English Identifier An unambiguous reference to the resource within a given context ValleyMorningStar_Page10_1951-05-04 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Harlingen, Texas https://omeka.utrgv.edu/files/original/e826d123927157de87f3902d82c8133c.jpg 811b046a5482d98a6aeb6cb4e2763d04 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Hometown Teams Newspapers Subject The topic of the resource local news Valley Morning Star Mission Times Description An account of the resource Newspapers from the Rio Grande Valley Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Caps Open 4-Game Stand Against League Leaders Subject The topic of the resource Harlingen Capitols Baseball Brownsville Charros Description An account of the resource Article in Valley Morning Star about the new baseball season Creator An entity primarily responsible for making the resource Valley Morning Star Source A related resource from which the described resource is derived Harlingen Public Library Publisher An entity responsible for making the resource available Valley Morning Star Date A point or period of time associated with an event in the lifecycle of the resource 1952-08-22 1952 Contributor An entity responsible for making contributions to the resource Valley Morning Star Type The nature or genre of the resource Text Format The file format, physical medium, or dimensions of the resource JPEG Language A language of the resource English Identifier An unambiguous reference to the resource within a given context ValleyMorningStar_Page8_1952-08-22 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Brownsville, Texas https://omeka.utrgv.edu/files/original/c96ec37a54e7dec8c0f1e5541251f248.jpg 798345df1a32852ffc1278c013b99052 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Hometown Teams School Yearbooks Subject The topic of the resource yearbooks high school sports college sports Description An account of the resource A collection of sports stories from yearbooks of the Rio Grande Valley Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Cards Football Team Undefeated, 1977 Subject The topic of the resource Harlingen High School Football Description An account of the resource Caption: Cards Undefeated Creator An entity primarily responsible for making the resource Harlingen High School Source A related resource from which the described resource is derived Harlingen Public Library Archives Publisher An entity responsible for making the resource available University of Texas Rio Grande Valley Harlingen High School Date A point or period of time associated with an event in the lifecycle of the resource 1977 Contributor An entity responsible for making contributions to the resource University of Texas Rio Grande Valley Harlingen Public Library Rights Information about rights held in and over the resource No copyright Type The nature or genre of the resource Still image Format The file format, physical medium, or dimensions of the resource JPEG Language A language of the resource English Identifier An unambiguous reference to the resource within a given context HHS-1977-128 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Harlingen, Texas https://omeka.utrgv.edu/files/original/352aeb67ad89feabd437e3d4dd31857b.pdf c0f0ce563cc3836543599f3503136281 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Peonage Language A language of the resource English Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Cases Against All Officers Are Dismissed Subject The topic of the resource Peonage Racism Crime Case Description An account of the resource An article about the cases against police officers being dismissed. The officers were charged with the murdering of five Mexican prisoners. The cases were dismissed because there was not enough evidence, even though there were several witnesses that confessed. Source A related resource from which the described resource is derived University of Texas Rio Grande Valley Special Collections and University Archives Publisher An entity responsible for making the resource available University of Texas Rio Grande Valley Date A point or period of time associated with an event in the lifecycle of the resource 1927-01-25 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 <span>(1927, January 25). Cases Against All Officers Are Dismissed. </span><em>Brownsville Herald, </em><span>p. 1-2.</span> Format The file format, physical medium, or dimensions of the resource JPEG Language A language of the resource English Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context BrownsvilleHerald-19270125-CasesAgainstAllOfficers 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 peonage primary source Raymondville Willacy County https://omeka.utrgv.edu/files/original/1ef3b03cf6d6c0eb3027df3e9c5cb349.jpg d5bdf0bb66232be930aa73d08c983eeb https://omeka.utrgv.edu/files/original/44a04e26aa5e177f5b9aa50751be42e5.jpg 87d7c756c116e0ca1330ed736dd791df Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Hometown Teams Subject The topic of the resource athletics, team sports Identifier An unambiguous reference to the resource within a given context https://doi.org/10.51734/DC0002 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Casso Collects Vela Award Subject The topic of the resource McAllen High School Women Coaches Basketball Description An account of the resource Coach Teresa Casso Collects Vela Award Source A related resource from which the described resource is derived McAllen Independent School District Teresa Casso Nayleen Hernandez Publisher An entity responsible for making the resource available University of Texas Rio Grande Valley Contributor An entity responsible for making contributions to the resource Teresa Casso McAllen Independent School District Nayleen Hernandez Relation A related resource <a href="http://63213064.nhd.weebly.com/family.html">A Legacy of Excellence</a> Format The file format, physical medium, or dimensions of the resource JPEG Language A language of the resource English Type The nature or genre of the resource Image Identifier An unambiguous reference to the resource within a given context McAllenISD-Trophy McAllenISD-VelaAward Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant McAllen, Texas htt https://omeka.utrgv.edu/files/original/c509e9cbf9abd1459594b90bc51f003d.jpeg 5e77109ab4cb36bdc3bf21f083711bdd Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Hometown Teams Subject The topic of the resource athletics, team sports Identifier An unambiguous reference to the resource within a given context https://doi.org/10.51734/DC0002 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Casso will be honored with Lifetime Achievement Award Subject The topic of the resource McAllen High School Women Coaches Basketball Description An account of the resource 2010 RGV All - Star Sports Awards Source A related resource from which the described resource is derived McAllen Independent School District Teresa Casso Nayleen Hernandez Publisher An entity responsible for making the resource available University of Texas Rio Grande Valley Date A point or period of time associated with an event in the lifecycle of the resource 2010 Contributor An entity responsible for making contributions to the resource Teresa Casso McAllen Independent School District Nayleen Hernandez Relation A related resource <a href="http://63213064.nhd.weebly.com/family.html">A Legacy of Excellence</a> Format The file format, physical medium, or dimensions of the resource JPEG Language A language of the resource English Type The nature or genre of the resource Image Identifier An unambiguous reference to the resource within a given context McAllenISD-LifetimeAchievementArticle Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant McAllen, Texas htt https://omeka.utrgv.edu/files/original/d43154519297c77874e2a13d7bb79342.jpg 45b99789a7eafde9b9e329814af9989a Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Hometown Teams Subject The topic of the resource athletics, team sports Identifier An unambiguous reference to the resource within a given context https://doi.org/10.51734/DC0002 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Casso's Hard Work Pays Off Subject The topic of the resource McAllen High School Women Coaches Basketball Description An account of the resource McAllen High Coach Inducted at Banquet Source A related resource from which the described resource is derived McAllen Independent School District Teresa Casso Nayleen Hernandez Publisher An entity responsible for making the resource available University of Texas Rio Grande Valley <em>The Monitor</em> Date A point or period of time associated with an event in the lifecycle of the resource 1996 Contributor An entity responsible for making contributions to the resource Teresa Casso McAllen Independent School District Nayleen Hernandez Rights Information about rights held in and over the resource The Monitor Relation A related resource <a href="http://63213064.nhd.weebly.com/family.html">A Legacy of Excellence</a> Format The file format, physical medium, or dimensions of the resource JPEG Language A language of the resource English Type The nature or genre of the resource Image Identifier An unambiguous reference to the resource within a given context McAllenISD-rgv-hof-article 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 Creator An entity primarily responsible for making the resource David Hinojosa htt https://omeka.utrgv.edu/files/original/6138b417c7076741f4697d9d68f4a651.tif 665e1703758c0143b11004fa89d62481 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [newspaper] "The Day of the Dead, Celebrating Death: The living remember their dead with merriment, music, food," by Pamela Coleman for The Monitor (1992-10-30) Description An account of the resource Newspaper features text and images of traditional decorations, an altar, artwork, etc. https://omeka.utrgv.edu/files/original/c5c32112b402a9026188b82d62fecc2b.tif af09713d03a872fbb8ea6e0d82d73dc9 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [newspaper] "The Day of the Dead, Celebrating Death: The living remember their dead with merriment, music, food," by Pamela Coleman for The Monitor (1992-10-30) Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Newspaper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Celebrating Death Subject The topic of the resource Day of the Dead Local Celebration Mexican-American Traditions Description An account of the resource [newspaper] "The Day of the Dead, Celebrating Death: The living remember their dead with merriment, music, food," by Pamela Coleman for The Monitor (1992-10-30). The article features the variety of ways people honor, celebrate the dead and includes photographs of original works and altars. Creator An entity primarily responsible for making the resource Pamela Coleman Source A related resource from which the described resource is derived The University of Texas Rio Grande Valley Special Collections and Archives Publisher An entity responsible for making the resource available The Monitor Date A point or period of time associated with an event in the lifecycle of the resource 1992-10-30 Format The file format, physical medium, or dimensions of the resource TIFF Language A language of the resource English Identifier An unambiguous reference to the resource within a given context Reference-DiaDeLosMuertos-19921030-001 A Reference-DiaDeLosMuertos-19921030-001 B Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Texas Rio Grande Valley Mexico Bibliographic Citation A bibliographic reference for the resource. Recommended practice is to include sufficient bibliographic detail to identify the resource as unambiguously as possible. Day of the Dead; Celebrating Death , 2009. Reference Files, Anthropology Box 2, Folder 1, newspaper article on celebrating the Day of the Dead, 2009. University Library, Special Collections & University Archives, University of Texas Rio Grande Valley, Edinburg, Texas. https://omeka.utrgv.edu/files/original/9f5725bd25281f1c0b853b46415236c1.tif d80b82c3601b61abdc81ceef1b924d77 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Newspaper article, "Juneteenth marks belated end of slavery in Texas," by Brig Lopez III for The Monitor (1997-06-18) 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 Celebration of the Juneteenth in Edinburg [Newspaper article, "Juneteenth marks belated end of slavery in Texas," by Brig Lopez III for The Monitor (1997-06-18)] Subject The topic of the resource Slavery Juneteenth Emancipation Civil War African Americans Black Americans Enslaved people Description An account of the resource A newspaper clip about the importance of the Juneteenth celebrations, and the history behind it. Creator An entity primarily responsible for making the resource Brig Lopez III Source A related resource from which the described resource is derived The University of Texas Rio Grande Valley Special Collections and University Archives Publisher An entity responsible for making the resource available The Monitor newspaper Date A point or period of time associated with an event in the lifecycle of the resource 1997-06-18 Rights Information about rights held in and over the resource Copyright 1997 The Monitor. All rights reserved. Relation A related resource <a href="https://archives.lib.utrgv.edu/repositories/2/archival_objects/7282">Race and Ethnicity: African Americans</a> Format The file format, physical medium, or dimensions of the resource TIFF Language A language of the resource English Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context COE-ReferenceFiles-Juneteenth_EdinburgJuneteenth' Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Edinburg, Texas Bibliographic Citation A bibliographic reference for the resource. Recommended practice is to include sufficient bibliographic detail to identify the resource as unambiguously as possible. Newspaper clipping, 1997. Reference Files, Box HT 1, Folder 9, Celebration of the Juneteenth in Edinburg. University Library, Special Collections and University Archives, University of Texas Rio Grande Valley, Edinburg, Texas. primary source https://omeka.utrgv.edu/files/original/ae6867eebd6f8b4a08dcdf57fe4c6e38.jpg 52c049dd229ecac1c39f7f3331265ded 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 Certificate from the Republic of Texas, County of Nacogdoches Subject The topic of the resource Texas--Republic of Citizenship Description An account of the resource Sworn and signed attestation of Jose Luis Chirino's citizenship Creator An entity primarily responsible for making the resource Republic of 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 Certificate from the Republic of Texas, County of Nacogdoches Subject The topic of the resource Citizenship Description An account of the resource Signed attestation of Jose Luis Chirino's citizenship Creator An entity primarily responsible for making the resource Republic of Texas Date A point or period of time associated with an event in the lifecycle of the resource 1838 Language A language of the resource English Identifier An unambiguous reference to the resource within a given context COE-RepublicofTexasCitizenship primary source https://omeka.utrgv.edu/files/original/9a245d28c761b19c8ead89191767353c.pdf ad1a2214151b9749c790ad4ae87ed81c 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 [Program] Charro Days 1941 : Brownsville, Texas, February 20 - 23 Creator An entity primarily responsible for making the resource Genevieve Armstrong; Charro Days Committee Date A point or period of time associated with an event in the lifecycle of the resource 1941 February 20–23 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 Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Charro Days 1941 : Brownsville, Texas, February 20 - 23 Description An account of the resource Program for Charro Days 1941 Creator An entity primarily responsible for making the resource Genevieve Armstrong; Charro Days Committee Source A related resource from which the described resource is derived <a href="https://utrgv.primo.exlibrisgroup.com/permalink/01UT_RGV_INST/qnll76/alma991010096409704696" target="_blank" title="Book: BOOK Charro Days 1941 : Brownsville, Texas, February 20 - 23" rel="noreferrer noopener">https://utrgv.primo.exlibrisgroup.com/permalink/01UT_RGV_INST/qnll76/alma991010096409704696</a> Publisher An entity responsible for making the resource available Shelton Bros, Inc. Date A point or period of time associated with an event in the lifecycle of the resource 1941 February 20–23 Subject The topic of the resource Charro Days Local celebrations Festivals https://omeka.utrgv.edu/files/original/d425f2aa8bd9fdb5af93caad03413f50.pdf 6e3a5381d4f0252d45259b90999233ef Lesson Plan A resource that gives a detailed description of a course of instruction. Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 5 Days Standards (b) Knowledge and Skills. (19) Culture. The Student understands the contributions of people of various racial, ethnic, and religious groups to Texas. The student is expected to: (B) identify customs, celebrations, and traditions of various cultural, regional, and local groups in Texas such as Cinco de Mayo, Oktoberfest, the Strawberry Festival, and Fiesta San Antonio; (b) Knowledge and skills. (20) Oral and Written Conventions/ Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students continue to apply earlier standards with greater complexity. Students are expected to: (A) use and understand the function of the following parts of speech in the context of reading, writing, and speaking: (iii) adjectives (e.g., (b) Knowledge and skills (8) Geometry and measurement. The student applies mathematical process standards to select appropriate customary and metric units, strategies, and tools to solve problems involving measurement. The student is expected to: (C) solve problems that deal with measurements of length, intervals of time, liquid volumes, mass, and money using addition, subtraction, multiplication, or division as appropriate.. (b) Knowledge and skills. (1) Foundations: observation and perception. The student develops and expands visual literacy skills using critical thinking, imagination, and the senses to observe and explore the world by learning about, understanding , and applying the elements of art, principles of design, and expressive qualities. The student uses what the student sees, knows, and has experienced as sources for examining, understanding , and creating (b) Knowledge and skills. (16) Citizenship. The student understands important customs, symbols, and celebrations of Texas. The student is expected to: (D) describe the origins and significance of state celebrations such as Texas Independence Day and Juneteenth. CHARRO DAYS: LESSON PLAN 7 descriptive, including purpose: sleeping bag, frying pan) and their comparative and superlative forms (e.g., fast, faster, fastest); artworks. The student is expected to: (A) explore and communicate ideas drawn from life experiences about self, peers, family, school, or community and from the imagination as sources for original works of art Objectives Students who suffer from a short attention span will be placed near the teacher.  Students who struggle reading will be assisted by the teacher in a small group setting.  The teacher will supply ELL students with information in their native Language and English. If needed the teacher will supply a dictionary and a thesaurus. Materials Screen projector YouTube Video: The History of Charro Days IPADS Venn Diagram Charro Days images Photographs Drawing paper Screen projector Color pencils Charro Days artifacts Ruler with inches and centimeters Interactive sheet Construction paper Scissors Colors Glue Pamphlets Mexican traditional costumes Screen projector Summative assessment YouTube Video Lesson Plan Text 6 THEME: Charro Days Lesson 1: Lesson 2: Lesson 3: Lesson 4: Lesson 5: Standards: (b) Knowledge and Skills. (19) Culture. The Student understands the contributions of people of various racial, ethnic, and religious groups to Texas. The student is expected to: (B) identify customs, celebrations, and traditions of various cultural, regional, and local groups in Texas such as Cinco de Mayo, Oktoberfest, the Strawberry Festival, and Fiesta San Antonio; (b) Knowledge and skills. (20) Oral and Written Conventions/ Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students continue to apply earlier standards with greater complexity. Students are expected to: (A) use and understand the function of the following parts of speech in the context of reading, writing, and speaking: (iii) adjectives (e.g., (b) Knowledge and skills (8) Geometry and measurement. The student applies mathematical process standards to select appropriate customary and metric units, strategies, and tools to solve problems involving measurement. The student is expected to: (C) solve problems that deal with measurements of length, intervals of time, liquid volumes, mass, and money using addition, subtraction, multiplication, or division as appropriate.. (b) Knowledge and skills. (1) Foundations: observation and perception. The student develops and expands visual literacy skills using critical thinking, imagination, and the senses to observe and explore the world by learning about, understanding , and applying the elements of art, principles of design, and expressive qualities. The student uses what the student sees, knows, and has experienced as sources for examining, understanding , and creating (b) Knowledge and skills. (16) Citizenship. The student understands important customs, symbols, and celebrations of Texas. The student is expected to: (D) describe the origins and significance of state celebrations such as Texas Independence Day and Juneteenth. CHARRO DAYS: LESSON PLAN 7 descriptive, including purpose: sleeping bag, frying pan) and their comparative and superlative forms (e.g., fast, faster, fastest); artworks. The student is expected to: (A) explore and communicate ideas drawn from life experiences about self, peers, family, school, or community and from the imagination as sources for original works of art; Differentiation Strategies  Students who suffer from a short attention span will be placed near the teacher.  Students who struggle reading will be assisted by the teacher in a small group setting.  The teacher will supply ELL students with information in their native Language and English. If needed the teacher will supply a dictionary and a thesaurus. Materials Screen projector YouTube Video: The History of Charro Days IPADS Venn Diagram Charro Days images Photographs Drawing paper Screen projector Color pencils Charro Days artifacts Ruler with inches and centimeters Interactive sheet Construction paper Scissors Colors Glue Pamphlets Mexican traditional costumes Screen projector Summative assessment YouTube Video Vocabulary: o Culture o Commemorates o Celebration o Heritage CHARRO DAYS: LESSON PLAN 8 o Fact o Attire Engagement The teacher will begin by showing the students an educational video on the history of Charro days. The teacher will begin describing a Mexican sombrero to the students. The students will be asked to draw exactly what’s being described. Explore: The teacher will project vivid images from Charro Days festivities and will ask the students to write down adjectives describing the images. The students will be shown a variety of Charro Days artifacts and the teacher will ask the students to give an estimate of how many centimeters long or inches long they think they are. The teacher will show the students a Charro Days pamphlet from 1975 and another one from 2012. The teacher and the students will discuss the two pamphlets. The teacher will engage the students with an educational video on traditional dance attires. Explore The students will then get their iPad’s and will use Kidzsearch in order to properly search images on Charro Days. In groups of two they will discuss their findings. The teacher will project vivid images from Charro Days festivities and will ask the students to write down adjectives describing the images. The teacher will give the students the various artifacts and the students will be measuring the artifacts with the unit of measurement they think is correct. They will be using centimeters and inches. The students will then analyze the content of the pamphlets and their purpose. The students will explore various traditional events of this particular celebration and will chose three to recreate. The teacher will then give the students The students will share with the The teacher will now review with The teacher will then explain what The teacher will then explain to the CHARRO DAYS: LESSON PLAN 9 Explain photographs of past and present charro days celebrations. The students will then work in pairs and will compare these two and write their results on a Venn diagram classroom why they chose certain adjectives to describe the images given by the teacher. the students why certain units of measurements are used for specific objects. type of pamphlet these two are. She will discuss how they are used to inform the public about the itinerary and the history of charro days students the significance of each event to the students and how each one works. Elaborate The students will then share with the classroom the differences and similarities they found within the images. The students will then receive an image each and will get in groups of two. The students will describe the imagine to each other and will draw the image on a white sheet of paper while also writing down the adjectives that are being used. The students will then receive an interactive sheet with a variation of objects and will complete it. Once the students have completed it they will share with the classroom why centimeters are used for certain artifacts and the same with inches. The students will then be asked to create their own pamphlet representing the Charro Days celebration. The students are allowed to use all types of medium. The requirements for the pamphlets include mentioning the history of charro days, and using relevant drawings to the celebration. The teacher will lead the students in recreating each three of the most prominent events that occur during charro days. The teacher will provide the materials and Mexican attires to the students. Evaluate The teacher will be conducting a formative Throughout the lesson the teacher will be The teacher will walk around the classroom and The teacher will conduct a formative assessment. The teacher will give the students a written CHARRO DAYS: LESSON PLAN 10 assessment throughout the lesson. conducting a formative assessment. will be conducting a formative assessment. assessment with a total of ten questions consisting of open ended and multiply choice questions Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Charro Days Lesson Plan Subject The topic of the resource Children Mexican American Culture Description An account of the resource The purpose of this lesson is to help students understand the experiences of Charro Days since its creation in the Rio Grande Valley. The first Charro Days celebration took place in the border of Brownsville, Texas and Matamoros, Tamaulipas in the year of 1938. As of 2018, it has reached its 82nd celebration. By students understanding the history of the Charro Days celebration, they will gain a better perspective on the ties between Mexican American culture. We will be creating a five day lesson plan that includes social studies, mathematics, English language arts and art. Throughout this five day lesson plan the main theme will be the charro days celebration. Creator An entity primarily responsible for making the resource Grecia Villarreal Maria Paredes Taylor Nichols Source A related resource from which the described resource is derived UTRGV College of Education EDCI335-30 Fall 2018 Publisher An entity responsible for making the resource available University of Texas Rio Grande Valley Special Collections and University Archives Date A point or period of time associated with an event in the lifecycle of the resource 1938 Contributor An entity responsible for making contributions to the resource University of Texas Rio Grande Valley UTRGV College of Education Stephanie Anckle Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Rio Grande Valley Rights Information about rights held in and over the resource Nichols, Taylor, Paredes, Maria, & Villarreal, Grecia. (2018). Lesson Plan for Charro Days. Retrieved from. https://rgvprimarysourceguides.omeka.net/items/show/46 primary source https://omeka.utrgv.edu/files/original/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/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/175d2938d245f957fa4049a49f125291.jpg 55d6ffe7eb9b54eb1d965a65a4bcc76e 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: Girl In Carriage Subject The topic of the resource Festivals Charro Days Local Celebrations Mexican American Description An account of the resource A photograph of a girl in a carriage during the 1939 Charro Days celebration in Brownsville, Texas. The carriage is attached to a goat. 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 1939 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 Gomez-Guillermo-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 Rights Information about rights held in and over the resource UTRGV History Harvest; Girl in carriage during Charro days, September 27, 2014. BD010, Charro Days: Girl In Carriage, 1939. University Library, Special Collections & University Archives, University of Texas Rio Grande Valley, Brownsville, Texas. Brownsville celebration charro days children festival primary source https://omeka.utrgv.edu/files/original/3e9c16a6a373a8e7296c86fa37cdae5a.jpg 3137b8900a34aa9c0fabf2018a8069d1 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Hometown Teams Community Submissions Description An account of the resource These materials are donated from members of the community. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Cheerleaders on the Sidelines of a Game, 1983 Subject The topic of the resource Cheerleading Women Edinburg High School Description An account of the resource Caption: The varsity cheerleaders stand at attention while the national anthem is played during the Bi-district football game against the Corpus Christi Ray Texans Creator An entity primarily responsible for making the resource Edinburg High School Source A related resource from which the described resource is derived Lisa Huerta Publisher An entity responsible for making the resource available Edinburg High School Date A point or period of time associated with an event in the lifecycle of the resource 1983 Contributor An entity responsible for making contributions to the resource University of Texas Rio Grande Valley Rights Information about rights held in and over the resource Edinburg High School Format The file format, physical medium, or dimensions of the resource JPEG Language A language of the resource English Type The nature or genre of the resource Still image Identifier An unambiguous reference to the resource within a given context Huerta-EHS1983-006 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Edinburg, Texas 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/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