1
25
841
-
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/3cac4077e59283c8bbb960070655cf14.pdf
78bd0f25be7345950c5454785bb0daec
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
Letter from Superintendent readmitting student to Edcouch-Elsa ISD, 1968
Description
An account of the resource
A readmission letter from Edcouch-Elsa Independent School District. The letter includes a discussion of a possible expulsion, the violation of the student, and the day of a hearing.
Creator
An entity primarily responsible for making the resource
A.W. Bell, Superintendent of EEISD
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
Readmission Letter for Student that Participated in the Edcouch-Elsa Walkout
Subject
The topic of the resource
Edcouch-Elsa High School
Edcouch-Elsa Walkout
Student Protests
Chicano Movement
Description
An account of the resource
A readmission letter from Edcouch-Elsa Independent School District. The letter includes a discussion of a possible expulsion, the violation of the student, and the day of a hearing.
Creator
An entity primarily responsible for making the resource
A.W. Bell
Source
A related resource from which the described resource is derived
University of Texas Rio Grande Valley Special Collections & 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
1968
Contributor
An entity responsible for making contributions to the resource
University of Texas Rio Grande Valley
Rights
Information about rights held in and over the resource
Preferred Citation: Education Reference Files; Readmission Letter for Student that Participated in the Edcouch-Elsa Walkout, 1968. Reference Files, Box 4, Readmission Letter of a Student. University Library, Special Collections & University Archives, University of Texas Rio Grande Valley, Edinburg, Texas.
Relation
A related resource
<a href="https://archives.lib.utrgv.edu/repositories/2/archival_objects/89131">Edcouch-Elsa Walkout 1968</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-EdCouchElsaWalkouts_Readmission_Letter
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Edcouch, Texas
Elsa, Texas
civil rights
Edcouch
education
Elsa
primary source
protest
walkout
-
https://omeka.utrgv.edu/files/original/6e0741c65673d4d5979f6513c57ba0b9.pdf
04ce4a750748f0ef40bfc2961dc68c65
Lesson Plan
A resource that gives a detailed description of a course of instruction.
Duration
Length of time involved (seconds, minutes, hours, days, class periods, etc.)
3 days
Standards
NC SCOS Essential Standards and Clarifying Objectives
(1) History. The student understands how individuals, events, and ideas have influenced
the history of various communities. The student is expected to:
(A) describe how individuals, events, and ideas have changed communities, past
and present;
(B) identify individuals who have helped to shape communities;
Objectives
Students will be able to describe how the community of Brownsville has changed.
Students will be able to identify the individuals who helped shape how Brownsville is today.
Materials
Paper
Computer
Internet
Presentation software
Pencils
Lesson Plan Text
Essential Questions:
Where did the battle of Palo Alto take place?
What weakened the Mexican army troops?
Rationale: In this lesson the students will make connections on their prior knowledge of Brownsville and the new information of Palo Alto.
Methods: The first step was to get authentic information using articles, maps, and photographs from the UTRGV Special Collections and Archives. After gathering the information we needed, we saw some videos and pictures of the Palo Alto battlefield to experience and make connections on what we had read.
Theoretical framework: This lesson plan will be functional if you are looking for local history.
Keywords: Congress, Territory, Mexican-American, Independence, Draft, Army
Introduction
Summary:
The purpose of this lesson is to help students understand the Battle of Palo Alto which happened in the Rio Grande Valley. The Battle of Palo Alto was the first battle of the Mexican-American War. Palo Alto recalls the scenes described by soldiers in dozen of letters and diaries entries. By the students understanding the history of Palo Alto, they will gain outlook of their local history.
Background:
The battle that took place in Palo Alto was the first of many that occurred during the Mexican-American War. It took place on May 8, 1846 in Brownsville, Texas. The battle initiated a series of events that would change the course of history for both nations. The Mexican-American War occurred because America wanted to expand its territory across all of the North American continent as they wanted to fulfill America’s “Manifest Destiny”. Furthermore, the loss of sovereignty in its northern frontier was Mexico’s motive to fight in the war as their people had developed and settled across it since the 16th century. Mexico faced many invading forces including one led by General Zachary Taylor who later became the 12th president of the U.S. The war ended in February 2, 1848 with Mexico signing the Treaty of Guadalupe that awarded the United States an additional 525,000 square miles (land that makes
up present day Arizona, Nevada, New Mexico, Utah, and Wyoming).
Place-Pedagogy Education:
Place-Based Education is an approach that connects learning and communities with the primary goals of increasing student engagement, boosting academic outcomes, impacting communities, and promoting understanding of the world around us. It emphasizes hands on and
it is always related to real-world learning experience. The benefits of Place-Based Education are that learning is grounded in local communities and contexts, the students experience student
centered and personalized learning, and it is relevant and engaging. Another benefit is that it boosts students achievement, students connect with a place, and it creates a partnership between
schools and communities. The lessons can be inquiry-based and the students can gain better understanding of the world around them. Research has shown that place-based education has increased student achievement. The students use local as one of the primary resources for
learning. For example, my lesson plan is on the Battle of Palo Alto. I would used place-based education by having a field trip to the battlefield so the students lesson will be more relevant. The students get to make connections with what they learned and what they will see and it broaden their educational experiences. The students will get motivated and engaged in an active learning experience.
Methods
Name of lesson:
The Battle at Palo Alto
Grade level, population, and subject:
This is an elementary school lesson that can be taught to teach students how Texas came to be. This lesson is aligned to the social studies standards that are listed for third grade.
Procedure:
Any artifacts such as pictures, brochures, and newspapers that are used during this lesson are from the UTRGV Special Collections and Archives.
Subject / grade level: History 3rd grade
Materials: See powerpoint and anchor video
NC SCOS Essential Standards and Clarifying Objectives
(1) History. The student understands how individuals, events, and ideas have influenced
the history of various communities. The student is expected to:
(A) describe how individuals, events, and ideas have changed communities, past
and present;
(B) identify individuals who have helped to shape communities;
Lesson objective(s):
● Students will be able to describe how the community of Brownsville has changed
● Students will be able to identify the individuals who helped shape how Brownsville is today
Differentiation strategies to meet diverse learner needs:
● ELL's modification: The modifications will be available for English
language learners to make sure it is clear to them what it is that the
teacher wants them to demonstrate while approaching the problem in a
nonrestrictive way.For ELL's the teacher will ask the students to verbally
respond and record their responses; this allows them to communication
with the teacher and share their understanding of the material in a way
that does not create a language barrier. The teacher will read the
assignment closely, use sentence stems, and model instructions and
directions.
● Special Education modifications: The modifications will be provided
such as extended time to read, think about, and answer questions. Special education students will be given an outline of the lesson and teacher will read out loud the directions, so the student has a better understanding of what is expected from them. The student will work with fewer items per page, will have more time to work on projects/assignments, and take frequent breaks if needed.
● GT students modifications: The modifications will be provided such as
expanding their learning by asking them open ended and higher order
thinking questions.
ENGAGEMENT
● The teacher will show a short video on the Palo Alto Battlefield.
● The teacher will ask a higher order question and have a class discussion to activate prior knowledge.
EXPLORATION
● The teacher will begin by presenting students with a PowerPoint about the important individuals that had a part in the Palo Alto Battlefield.
● The teacher will ask questions regarding the PowerPoint to keep students engaged, for recall, and build foundation for new knowledge.
● Half of the students in the classroom will be given a card with a name of an important individual that fought in the battle of Palo Alto.
● The other half of the students in the classroom will be given a card with details about an individual who fought in the battle of Palo Alto.
● Students will then be asked to calmly walk around the room to look for their peer holding the card that corresponds to their own.
● After 5 minutes students will then read what is in their cards with their
partners to be evaluated on how much they learned about the individuals who helped changed the community into what it is today.
EXPLANATION
● The lesson will begin by presenting students with a power point that
describes the differences between the past and present day of
Brownsville, Texas.
● They will then be asked to answer the following question as a class:
“what do you think is different between the past and present?”
● Students will then be instructed to work in groups of 4 to make a Venn
diagram that lists the differences between past and present day of
Brownsville
● They will present their Venn diagram to the rest of the class
ELABORATION
● The lesson will begin by asking the students what they remember about the previous two lessons: “What do you remember about the Battle at Palo Alto?”, “Who took part in the battle and what was their role in it?”.
● The students will then construct a three section foldable showcasing what they have learned the past few lessons.
● The foldable should contain information about the battle at Palo Alto on the left fold and information about the individuals who participated in the battle on the right fold.
● In the middle of the fold students will draw what they believe the battle field may have looked like in the past and then draw what it looks like in the present.
EVALUATION
● Summative Assessment:
1) When did the Battle of Palo Alto happen?
a. May 8, 1846
b. May 5, 1845
c. February 2, 1848
d. September 6, 1994
2) Where did the Battle of Palo Alto take place?
a. Weslaco, Texas
b. Austin, Texas
c. Brownsville, Texas
d. San Antonio, Texas
3) How would you describe what is in the picture above?
a. The Mexican side is signing the Treaty of Guadalupe.
b. The Mexican side is welcoming the American side to their land.
c. The Mexican side and the American side are battling with each other for land.
d. The American side is retreating from the battle that is taking place.
4) What summarization best describes the Battle of Palo Alto?
a. The United States wanted to gain Mexico. The Mexican soldiers weren’t prepared, there poor equipment helped the United States win Mexico territory.
b. Mexico refused to recognize Texas or Rio Grande River as an independent nation. Congress declared war and as a result of the war the United States gained three Mexican states.
c. Mexico wanted the United States and declared war. Due to America’s soldiers poor training and equipment Mexico won the battle of Palo Alto.
d. The United States fired a cannon ball towards Mexico by accident and the war began.
5)The battle of Palo Alto was part of which War?
a. The Mexican-American War.
b. The American Civil War.
c. The Spanish-American War.
d. The War of 1812.
6)What event happened in 1848?
a. The Mexican-American war ended.
b. Mexico surrendered.
c. General Taylor passed away.
d. Zachary Taylor became the 12th president of the United States.
7)Why did the battle of Palo Alto occurred?
a. Mexico wanted to expand their land across the North American continent.
b.The American side was afraid of losing land that they had developed since the 16th century.
c. Mexico wanted to combine their land with the U.S.
d. Mexico refused to recognize Texas or Rio Grande River as an independent nation.
8) What did the United States gain from the war?
a. The United States won the Western part of Mexico.
b. The United States gained territory in New Mexico.
c. The United States gained control over three Northeastern Mexican States.
d. The United States gained control over Mexico.
9)What would have happened if General Taylor had not moved a force into
Texas to defend the Rio Grande border?
a. He would had become President sooner.
b. The Rio Grande River would had still been part of Mexico.
c. Mexico and the United States would be partners.
d.
10) What helped the United States from defeating Mexico?
a. The United States had 200 more soldiers than Mexico.
b. Mexico had poor weapons, equipment, and training compared to the United states.
c. Mexico had less soldiers than the United States.
d. The United States had a lot of support for other counties.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Battle of Palo Alto Lesson Plan
Subject
The topic of the resource
Mexican War, 1846-1848
Palo Alto, Battle of (Texas : 1846)
War
Battle
National Park Service
Treaty of Guadalupe
United States. Army
Description
An account of the resource
The battle that took place in Palo Alto was the first of many that occurred during the Mexican-American War. It took place on May 8, 1846 in Brownsville, Texas. The battle initiated a series of events that would change the course of history for both nations. The Mexican-American War occurred because America wanted to expand its territory across all of the North American continent as they wanted to fulfill America’s “Manifest Destiny”. Furthermore, the loss of sovereignty in its northern frontier was Mexico’s motive to fight in the war as their people had developed and settled across it since the 16th century. Mexico faced many invading forces including one led by General Zachary Taylor who later became the 12th president of the U.S. The war ended in February 2, 1848 with Mexico signing the Treaty of Guadalupe that awarded the United States an additional 525,000 square miles (land that makes up present day Arizona, Nevada, New Mexico, Utah, and Wyoming).
Grade 3
Creator
An entity primarily responsible for making the resource
Aisha G.
Karina O.
Source
A related resource from which the described resource is derived
UTRGV College of Education
EDCI3335-32
Spring 2019
Publisher
An entity responsible for making the resource available
University of Texas Rio Grande Valley Special Collections and University Archives
Date
A point or period of time associated with an event in the lifecycle of the resource
1846
Contributor
An entity responsible for making contributions to the resource
University of Texas Rio Grande Valley
UTRGV College of Education
Stephanie Anckle
Rights
Information about rights held in and over the resource
G., Aisha, and O., Karina. (2019). Lesson Plan for Battle of Palo Alto Lesson Plan. Retrieved from https://rgvprimarysourceguides.omeka.net/items/show/97
Format
The file format, physical medium, or dimensions of the resource
PDF
Language
A language of the resource
English
Identifier
An unambiguous reference to the resource within a given context
LessonPlan-PaloAlto-Gonzalez
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Brownsville, Texas
Mexican American War
Palo Alto
primary source
-
https://omeka.utrgv.edu/files/original/5ff7facde1e87d9a3d95e92a877ee41f.jpg
d80f026dce6532bd4904daa9bda78fcd
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
[map] The Ancient Domain of the Karankawa Indians in Southern Texas
Subject
The topic of the resource
map
geography
Karankawa
Description
An account of the resource
Map of Karankawa territory including a settlement on Padre Island (most of the territory is north of present-day Corpus).
Creator
An entity primarily responsible for making the resource
Albert S. Gatschet
Source
A related resource from which the described resource is derived
Archaeological and Ethnological Papers of the Peabody Museum, Volume 1, Number 2
Publisher
An entity responsible for making the resource available
Harvard University
Date
A point or period of time associated with an event in the lifecycle of the resource
1891
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Karankawa Indians
Subject
The topic of the resource
Karankawa, Native Americans, First Peoples
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
[map] The Ancient Domain of the Karankawa Indians in Southern Texas
Subject
The topic of the resource
Native Americans
Karankawa Indians
Indigenous People
Description
An account of the resource
Map of Karankawa territory including a settlement on Padre Island (most of the territory is north of present-day Corpus).
Creator
An entity primarily responsible for making the resource
Albert S. Gatschet
Source
A related resource from which the described resource is derived
Archaeological and Ethnological Papers of the Peabody Museum, Volume 1, Number 2
<em>The Karankawa Indians, The Coast People of Texas</em> by Albert S. Gatschet
Publisher
An entity responsible for making the resource available
University of Texas Rio Grande Valley
Harvard University
Date
A point or period of time associated with an event in the lifecycle of the resource
1891
Contributor
An entity responsible for making contributions to the resource
Peabody Museum
Language
A language of the resource
English
Identifier
An unambiguous reference to the resource within a given context
COE-KarankawaIndiansMap
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
South Padre Island, Texas
Tampacuas Ranch
Rio Grande Valley
primary source
-
https://omeka.utrgv.edu/files/original/c43e7325505be4d8748190c18e727cfc.tif
4398ff00e2b98e4746db67c0498433dc
https://omeka.utrgv.edu/files/original/a9a86b88111790e7b7eda872acee1abd.tif
66260af28aaee34e863f461346c443e5
https://omeka.utrgv.edu/files/original/ce557d62c088b55e3b2eb669d6621f4b.tif
2f4470fed0bdcc16017bb3879f1baab9
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Karankawa Indians
Subject
The topic of the resource
Karankawa, Native Americans, First Peoples
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
The Karankawa Indians
Subject
The topic of the resource
Karankawa
History
Archeology
Ethnology
Description
An account of the resource
Two pages of The Karankawa Indians book regarding the location and language of the group. It includes map where they resided and a short description of the language they used.
Creator
An entity primarily responsible for making the resource
Albert S. Gatschet
Source
A related resource from which the described resource is derived
University of Texas Rio Grande Valley Special Collections and University Archives
Publisher
An entity responsible for making the resource available
University of Texas Rio Grande Valley
Kraus Reprint Corporation
Date
A point or period of time associated with an event in the lifecycle of the resource
1967
Contributor
An entity responsible for making contributions to the resource
University of Texas Rio Grande Valley
Rights
Information about rights held in and over the resource
Gatschet, A. S. (1967). The Karankawa Indians, The Coast People of Texas. New York: Kraus Reprint Corporation.
Relation
A related resource
<a href="https://utrgv.primo.exlibrisgroup.com/discovery/fulldisplay?docid=alma991008513459704696&context=L&vid=01UT_RGV_INST:UTRGV&lang=en&search_scope=Search_All&adaptor=Local%20Search%20Engine&tab=Search_All&query=any,contains,the%20karankawa%20indians%20%20the%20coast%20people%20of%20texas&facet=rtype,exclude,newspaper_articles&facet=rtype,exclude,reviews&mode=Basic">The Karankawa Indians</a>
Format
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
TheKarankawaIndians-GatschetAlbert-1967-001
TheKarankawaIndians-GatschetAlbert-1967-002
TheKarankawaIndians-GatschetAlbert-1967-003
anthropology
indigenous
Karankawa
native Americans
primary source
south padre island
-
https://omeka.utrgv.edu/files/original/61e2b425c53c5ea3ca38ae9bbec48127.pdf
d09402e332f30d9b0051718ad375d3ce
Lesson Plan
A resource that gives a detailed description of a course of instruction.
Duration
Length of time involved (seconds, minutes, hours, days, class periods, etc.)
3 days
Standards
§113.15. Social Studies, Grade 4, Beginning with School Year 2011-2012.
(16) Citizenship. The student understands important customs, symbols, and celebrations of Texas. The student is expected to:
(D) describe the origins and significance of state celebrations such as Texas Independence Day and Juneteenth.
Objectives
The student is expected to describe the origins and significance of the state celebrations such as Texas Independence Day and Juneteenth.
Materials
1. “What is Juneteenth? Watch a Juneteenth for Kids Cartoon (Fun Facts about Juneteenth)” YouTube video
2. Document Camera
3. Social Studies Journals
4. Pencils
5. iPads
6. Computers
7. Quiz
8. Tape
Lesson Plan Text
Teacher: Ms. Alejandra Cardenas
Date: May 5, 2019
Grade level: 4th Grade
Subject: Social Studies - Citizenship
Materials:
1. Texas Flag
2. Pledge lyrics
3. Social Studies Journals
4. Pencils
5. Bag
• 18 states and territory written in pieces of papers
6. iPads
7. Computers
8. Document Camera
9. Colors
10. Markers
11. Color Pencils
12. Flag templet
13. Scissors
14. Glue
15. Tape
TEKS Standards:
§113.15. Social Studies, Grade 4, Beginning with School Year 2011-2012.
(16) Citizenship. The student understands important customs, symbols, and celebrations of Texas. The student is expected to:
(C) recite and explain the meaning of the Pledge to the Texas Flag.
Lesson objective(s):
• The student is expected to recite and explain the meaning of the Pledge to the Texas Flag.
Differentiation strategies to meet diverse learner needs:
• Enrichment: Students who need a challenge may work independently when researching what state has a pledge and flag.
• Support: The teacher is to assist those students who need help and may monitor the students to make sure they are following directions and are on task.
ENGAGEMENT:
• The teacher will explain to the students that they will be learning why they Pledge to the Texas Flag.
o “Good morning/afternoon class. Today we will be learning WHY we say a Pledge to the Texas Flag.”
• Next, the teacher will ask the students questions if they can think of a reason why we say a Pledge to the Texas Flag.
o “Why do we say the Texas Pledge every morning, every day?”
o “Can anyone think of a reason we say a Pledge to the Texas Flag?”
o “Why do you think that?”
o “Is there a clue or hint that they give us?”
• The teacher will take into consideration the students’ responses.
• Based on what the students say the teacher will write them on the board for them to keep in mind throughout the lesson.
• Then, the teacher will give a brief explanation to the students the real reason why Texans Pledge to the Texas flag.
o The teacher MUST have background knowledge of the reason why we pledge to the Texas Flag to be able to complete this lesson.
o Further in the lesson the teacher MUST know the States along with Territories that belong to the United States.
• Some questions that the students may ask themselves are:
o “Why do we honor the Texas flag?”
o “Why does Texas have its own Pledge?”
EXPLORATION:
• The teacher will tell the students to take out their Social Studies Journals because they will be writing important information.
• First, the teacher will give each student a blank flag templet where they are to draw the Texas flag and underneath write the Pledge.
(Vandevall, 2019)
• Next, students are to cut out their work and paste it on their Social Studies journal.
• After students have pasted it into their journals, the teacher will go into detail about the Texas Pledge to the Texas Flag.
o The teacher will go over:
Texas Pledge:
• “Honor the Texas flag; I pledge allegiance to thee, Texas, one state under God, one and indivisible.”
Texas Flag
Etc.
• While the teacher goes over each bullet, the students are to write it down in their journals.
• Next, the teacher will address any questions that the students may have.
o The teacher may have a whole class discussion to discuss any misunderstanding or to review the material.
• Next, the teacher will explain to the students that they will be learning about what other states/territory have a Pledge for their state/territory Flag.
• The teacher will have a bag with the different states/territory they will be learning about.
1. Alabama
2. Arkansas
3. Georgia
4. Guam (Territory)
5. Kentucky
6. Louisiana
7. Michigan
8. Mississippi
9. New Mexico
10. North Carolina
11. Ohio
12. Oklahoma
13. Rhode Island
14. South Carolina
15. South Dakota
16. Tennessee
17. Texas (The teacher may exclude this state from the activity or may leave it to see what students can find)
18. Virginia
• The teacher will walk around and have students pick a piece of paper.
o The papers will contain the States/Territory name that they will be learning about.
o Students may work in partners or independently.
• The teacher will explain to students that along with States, the United States has territories as well.
o For example: Puerto Rico, Guam etc.
• Next, students will research the state or territory that they got.
• Students are to write down the following information on their Social Studies Journals.
o Students will write down the lyrics of the Pledge.
o Students will write the year the Pledge was created.
o Students will draw the States Flag.
o Etc.
• The teacher will give students enough time to research their States.
• While students are doing their research, the teacher will be walking around to assist students if needed and to make sure students are on task.
EXPLANATION:
• Once students are done, the teacher will call the students attention and explain to them that they are to share their research to the class.
• While each student is presenting, the rest of the students are to write down the information that they present.
o Pledge.
o Flag.
o Year the pledge was created.
o Etc.
• Once each student is done presenting, they are to tape the flag on the board for all students to see.
• After all students are done presenting, the teacher will discuss any information that they want to share and explain any concepts if needed based on what the students have said.
ELABORATION:
• Vocabulary:
o Pledge
o Allegiance
o Indivisible
o Republic
o Salute
o Loyalty
o Symbols
• This lesson will help students apply this knowledge acquired from the lesson to their daily lives by understanding the reason why they say the Texas Pledge every day every morning in school.
EVALUATION:
• Exit ticket:
o The teacher will tell the students to take out a sheet of paper.
o Next, students are to write three to four sentences explaining what they learned from the lesson.
o After students are done writing their sentences, they are to turn it in on the teachers’ desk or give it to the teacher on their way out.
Teacher: Ms. Alejandra Cardenas
Date: May 5, 2019
Grade level: 4th Grade
Subject: Social Studies - Citizenship
Materials:
1. Primary Source Land Application Form
2. Social Studies Journals
3. Pencils
4. “History of the Alamo” YouTube video
5. Document Camera
6. Paper
TEKS Standards:
§113.15. Social Studies, Grade 4, Beginning with School Year 2011-2012.
(16) Citizenship. The student understands important customs, symbols, and celebrations of Texas. The student is expected to:
(D) describe the origins and significance of state celebrations such as Texas Independence Day and Juneteenth.
Lesson objective(s):
• The student is expected to describe the origins and significance of the state celebrations such as Texas Independence Day and Juneteenth.
Differentiation strategies to meet diverse learner needs:
• Enrichment: Students who need a challenge may…
• Support: The teacher is to assist those students who need help and may monitor the students to make sure they are following directions and are on task.
ENGAGEMENT:
• The teacher will ask the students if they know/remember what the Texas Independence Day.
o “What can you tell me about Texas Independence Day?”
o “What makes Texas Independence Day important?”
o “What did we gain?”
o “What did we lose?”
The teacher must remember that no answer is the wrong answer.
• Based on what the students say, the teacher and students will have a whole class discussion.
o The teacher may write down some responses on the board.
• Next, the teacher will show the students a YouTube video.
• The teacher will tell the students to pay close attention to the lyrics because they are going to be talking about it after the video.
• After the video, the teacher will ask the students what they saw and what they understood.
o This will lead to a class discussion.
• After the discussion, the teacher will play the video one more time but this time the teacher will pause the video to give a brief explanation on what is happening. (the teacher will go into depth later in the lesson.)
o For example:
The teacher will pause the video at 0:50 where it says, “They wanted adoption of laws and assimilation.”
• The teacher will explain to the students that the President of Mexico at that time, General Antonio Lopez de Santa Ana, was implementing laws that residents from Texas didn’t agree with.
• An example that the teacher can give is that one of those laws was to abolish slavery. Texas wanted to keep slaves, but Mexico did not.
• Once the teacher is done explaining the video, she/he will tell the students to take out their Social Studies Journal.
• Some questions that the students may ask themselves are:
o “What is the significance of Texas Independence Day?”
o “Why do we celebrate it?”
EXPLORATION:
• The teacher will then inform and explain to the students the significance of Texas Independence Day.
• The students are to write this information in their Social Studies journal.
o Information will include:
Conflicts between Texas and Mexico.
The year Texas won its Independence
The residents from Texas at the time of the battle.
The overall significance of Texas Independence Day.
• When the teacher reaches the bullet for residents from Texas at the time that Texas won its Independence, the teacher will take out a Land Application form that a resident from Texas had to sign to declare that he, Jose Luis Chirino, was a resident from Texas.
• The teacher will use the document camera to project the form onto the board for all students to see.
(Chirino, 1838)
• The students may explore the form before the teacher explains the history behind it.
o The students may work in partners or independently.
o Students are to write in their journals what they see and what they notice.
• Once students are done, the teacher will read what the document says.
EXPLANATION:
• Next, the teacher will explain the history behind the form.
o Resident Jose Luis Chirino
o When it was signed.
o Why it was signed.
o Etc.
• After explaining the history, the teacher will ask the students:
o “Based on what we know, what kind of source do you think this is?”
o “Remember that it could either be a primary source or secondary source.”
o “Why do you think that?”
o “How do you know?”
• Then, the teacher will explain that the form is in fact a primary source because it is the original copy from 1836.
• Next, the teacher will then explain to the students the overall significance of Texas Independence Day.
ELABORATION:
• Vocabulary:
o Independence
o Government
o Assimilation
o Historians
o Texas Constitution
o Primary Source
o Secondary Source
o Conflicts
o Significance
• This lesson will help students understand the history and significance of Texas Independence Day along with being able to identify a primary source from a secondary source.
EVALUATION:
• After the lesson, the teacher will tell the students that they will be writing a letter to a historical figure that helped Texas declare its independence.
o The students may write about how grateful they are for their bravery, what they gained and lost because of this battle and what they hope for the future of Texas.
• The teacher will give each student a white blank sheet of paper.
• The students will then write a letter to whom ever they choose.
• Once students are done writing their letter, they are to take it home to add coffee stains to the paper along with fire to burn the edges of the paper.
o This is to make the paper look antique. (Like the artifact they discussed in class).
• The students are to bring their letter back the next day with the coffee stains/burn marks to give to the teacher.
Teacher: Ms. Alejandra Cardenas
Date: May 5, 2019
Grade level: 4th Grade
Subject: Social Studies - Citizenship
Materials:
1. “What is Juneteenth? Watch a Juneteenth for Kids Cartoon (Fun Facts about Juneteenth)” YouTube video
2. Document Camera
3. Social Studies Journals
4. Pencils
5. iPads
6. Computers
7. Quiz
8. Tape
TEKS Standards:
§113.15. Social Studies, Grade 4, Beginning with School Year 2011-2012.
(16) Citizenship. The student understands important customs, symbols, and celebrations of Texas. The student is expected to:
(D) describe the origins and significance of state celebrations such as Texas Independence Day and Juneteenth.
Lesson objective(s):
• The student is expected to describe the origins and significance of the state celebrations such as Texas Independence Day and Juneteenth.
Differentiation strategies to meet diverse learner needs:
• Enrichment: Students who need a challenge may complete the quiz independently.
• Support: The teacher is to assist those students who need help and may monitor the students to make sure they are following directions and are on task.
ENGAGEMENT:
• The teacher will ask the students if they know what Juneteenth is.
o “Good morning/afternoon, class! Does anybody know what Juneteenth is?”
• If the students do not know what Juneteenth is, the teacher will ask questions to see what the students can come up with or what they think it is.
o “What do you think Juneteenth is?”
o “What comes to mind when you hear the word Juneteenth?”
o “Could it be a celebration?”
o “When do you think Juneteenth is celebrated?”
• If the students do know what Juneteenth is the teacher may write down some responses on the board so the students can keep it in mind throughout the lesson.
• Next, the teacher will give a brief explanation of what Juneteenth is and how its celebrated in the Rio Grande Valley.
• After the teacher has explained, she/he will show the students a YouTube video about Juneteenth.
• The teacher will tell the students to pay close attention to the video because the teacher will be asking questions.
• After the video, the teacher will ask the students what they learned from the video.
o This will lead to a class discussion.
• After the discussion, the teacher will go into depth of how Juneteenth came to be and the significance behind it.
o What Juneteenth is.
o When Juneteenth is.
o Who celebrates Juneteenth.
o Whys it’s a state holiday.
o Etc.
• The teacher will write down and project important information onto the document camera while the students take notes on their Social Studies journals.
• Some questions that the students may ask themselves are:
o “How is Juneteenth celebrated?”
o “Why did Juneteenth become a state holiday?”
EXPLORATION:
• Next, the teacher will tell the students that they will be researching what the community does to celebrate Juneteenth.
o Students may research what cities of the Rio Grande Valley do to celebrate Juneteenth.
Some cities may be:
• Edinburg
• McAllen
• Sharyland
• Mercedes
• Etc.
o The teacher will make sure no city is repeated.
• The teacher will group the students into groups of four.
o Each student will have a task.
In each group there will be an:
• Investigator: a student who will surf the web.
• Writer: a student who will write down important information.
• Presenter: a student who will present their research to the class.
• Reflector: a student who will write down what they learned as a group about the research that they did.
o The students are to write down their information in their Social Studies journals.
• While the students are conducting their research, the teacher will be walking around to see if students need help and to make sure students are on task and following directions.
EXPLANATION:
• Once students are done with their research, they are to present their findings and share them to the class.
• After students are done presenting, the teacher will ask the students which celebration they would like to attend.
• IF POSSIBLE, the teacher will have a field trip with the students where a celebration of Juneteenth is held so the students can participate and learn first-hand the history behind Juneteenth.
ELABORATION:
• The teacher will ask the students to take out their finished letter from the previous day and place it in the homework bin or desk.
• The teacher will tape and hang it on the wall for all students to see.
• If desired, at the end of the lesson, the teacher may have a few students read their letter to the class.
• Vocabulary
o June
o Texas
o Abraham Lincoln
o Emancipation Proclamation
o Emancipation
o Plantations
o Freedom
o Slavery
o Rights
o Enforce
o Liberty
• This lesson will help students understand the importance of Juneteenth and what its community does to celebrate this state holiday.
EVALUATION:
• The teacher will explain to the students that they will be taking a quiz covering what they learned throughout the lessons.
• The questions from the quiz are as follows:
1. Which of the following lyrics are found in the Texas Pledge?
a. “…and with confidence in her future under the guidance of Almighty God.”
b. “…confident that justice shall prevail for all of those abiding here.”
c. “…one state under God, one and indivisible.”
d. “…where equal opportunity and justice to all is our ideal.”
2. How long did the Battle of the Alamo last?
a. 14 days
b. 3 days
c. 10 days
d. 13 days
3. Give an example of a secondary source.
4. How many Stars are on the Texas Flag?
a. 50 Stars
b. 1 Star
c. 13 Stars
d. 52 Stars
5. List some conflicts between Texas and Mexico.
6. Which of the following is an example of a primary source?
a. Archives
b. Encyclopedias
c. Bibliographies
d. Magazines
7. What do you think would happen if Texas never won its Independence?
8. When is Juneteenth celebrated?
a. June 16th
b. June 19th
c. July 16th
d. July 19th
9. When did Texas win its Independence
a. July 4, 1821
b. January 1, 1836
c. April 21, 1836
d. December 29, 1845
10. Why do we celebrate Juneteenth?
Teacher Answer Key
1. C
2. D
3. Articles AFTER the event, bibliographies, encyclopedias
4. B
5. Texas wanted to keep slaves, but Mexico didn’t. Texans did not like the laws that General Santa Anna was making. Etc.
6. A
7. Any answer is correct.
8. B
9. C
10. To celebrate the ending of slavery. The enslaved were now free.
• The teacher will give out a quiz to each student.
• If needed, the teacher may read the question and answer ONLY to the students.
• Once the students have finished with their quiz, they are to raise their hands to let the teacher know they are done.
• The teacher will pick up the quizzes to grade them.
o IF DESIRED, if there are no more tests out, the teacher may go over each question verbally.
• After the teacher, has picked up the test, the students are to discuss with the teacher what is it they learned from the lesson.
o As a class they can discuss what they liked, what they didn’t like, what they thought was interesting, etc.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Mercedes Livestock Show & Rodeo Lesson Plans
Subject
The topic of the resource
Livestock Show
Rodeo
Mercedes, Texas
Cattle Show
Description
An account of the resource
During these five lessons, the students learned a small portion of what the Rio Grande Valleys culture consists of through the Mercedes Livestock Show and Rodeo. In the first lesson we informed the students about the jobs that are in our community as well as in the livestock show. We must educate our students of the importance of those people and the jobs they do. On Tuesday, the students were able to see what it was like to be a cowboy for a day. They learned new vocabulary words referring to cowboys and their clothing. On Wednesday it went more in dept on the marking/brandings of the cattle. We opened our lesson by talking about the Rio Grande Valleys history and telling the students that back in the day ranchers used these markings to distinguish which cattle belonged to Texas and what cattle belonged to Mexico. On Thursday we wanted to have a designated day for the activities that are in the Livestock Show and Rodeo. The Livestock Show and Rodeo includes a carnival, plenty of food such as turkey legs, barbecue, funnel cake and has a petting area for kids to touch the animals. Lastly, on Friday we decided it was going to be a review and assess day for the students. We wanted the students to review everything from the previous days by using the game jeopardy which is very fun to play for students and it involves team work in action.
Creator
An entity primarily responsible for making the resource
Alejandra Cardenas
Karen Rodríguez
Source
A related resource from which the described resource is derived
UTRGV College of Education
Contributor
An entity responsible for making contributions to the resource
The University of Texas Rio Grande Valley
UTRGV College of Education
Stephanie Anckle
Rights
Information about rights held in and over the resource
Cardenas, Alejandra & Rodríguez, Karen. (2019). Mercedes Livestock Show & Rodeo Lesson Plans. Retrieved from
https://rgvprimarysourceguides.omeka.net/items/show/48
Format
The file format, physical medium, or dimensions of the resource
PDF
Language
A language of the resource
English
Type
The nature or genre of the resource
Lesson PLan
Identifier
An unambiguous reference to the resource within a given context
LessonPlan-MercedesLivestockShow-CardenasRodriguez
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Mercedes, Texas
primary source
-
https://omeka.utrgv.edu/files/original/d8c16a8efe038d0ba7e26dc041db6af4.png
a521c45119df606a0b06c3333014bf17
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Rubric for Mercedes Livestock Show Lesson
Subject
The topic of the resource
Livestock Show
Rodeo
Cattle Show
Mercedes, Texas
Creator
An entity primarily responsible for making the resource
Alejandra Cardenas
Karen Rodríguez
Source
A related resource from which the described resource is derived
UTRGV College of Education
Publisher
An entity responsible for making the resource available
The University of Texas Rio Grande Valley
UTRGV College of Education
Stephanie Anckle
Language
A language of the resource
English
Identifier
An unambiguous reference to the resource within a given context
Rubric-MercedesLivestockShow-CardenasRodriguez
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Mercedes, Texas
Relation
A related resource
<a href="https://rgvprimarysourceguides.omeka.net/items/browse?advanced%5B0%5D%5Belement_id%5D=50&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=Mercedes+Livestock+Show+%26+Rodeo+Lesson+Plans">Mercedes Livestock Show & Rodeo Lesson Plans</a>
primary source
-
https://omeka.utrgv.edu/files/original/1a6015b7ed4de0512c332ce2589b034c.png
47d7f8588e38281f048e7ca69661e6ad
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Rubric for Texas Citizenship Lesson
Creator
An entity primarily responsible for making the resource
Alejandra Cardenas
Source
A related resource from which the described resource is derived
UTRGV College of Education
Contributor
An entity responsible for making contributions to the resource
The University of Texas Rio Grande Valley
UTRGV College of Education
Stephanie Anckle
Format
The file format, physical medium, or dimensions of the resource
PNG
Language
A language of the resource
English
Identifier
An unambiguous reference to the resource within a given context
Rubric-TexasCitizenship-Cardenas
Subject
The topic of the resource
Citizenship
Texas Citizenship
Juneteenth
Slavery
Emancipation
Texas Independence
Description
An account of the resource
Accompanying Rubric to Texas Citizenship Lesson Plans
Relation
A related resource
<a href="https://rgvprimarysourceguides.omeka.net/items/show/51">Texas Citizenship Lesson Plans</a> by Alejandra Cardenas
primary source
-
https://omeka.utrgv.edu/files/original/6c01156b9ec71dc40604623244c492d3.pdf
952154edfe58c99650e4466a03512192
Lesson Plan
A resource that gives a detailed description of a course of instruction.
Duration
Length of time involved (seconds, minutes, hours, days, class periods, etc.)
3 Lessons
Standards
§113.15. Social Studies, Grade 4, Beginning with School Year 2011-2012.
(16) Citizenship. The student understands important customs, symbols, and celebrations of Texas. The student is expected to:
(C) recite and explain the meaning of the Pledge to the Texas Flag.
(D) describe the origins and significance of state celebrations such as Texas Independence Day and Juneteenth.
Objectives
The student is expected to recite and explain the meaning of the Pledge to the Texas Flag.
Materials
1. Texas Flag
2. Pledge lyrics
3. Social Studies Journals
4. Pencils
5. Bag
• 18 states and territory written in pieces of papers
6. iPads
7. Computers
8. Document Camera
9. Colors
10. Markers
11. Color Pencils
12. Flag templet
13. Scissors
14. Glue
15. Tape
Lesson Plan Text
Teacher: Ms. Alejandra Cardenas
Date: May 5, 2019
Grade level: 4th Grade
Subject: Social Studies - Citizenship
Materials:
1. Texas Flag
2. Pledge lyrics
3. Social Studies Journals
4. Pencils
5. Bag
• 18 states and territory written in pieces of papers
6. iPads
7. Computers
8. Document Camera
9. Colors
10. Markers
11. Color Pencils
12. Flag templet
13. Scissors
14. Glue
15. Tape
TEKS Standards:
§113.15. Social Studies, Grade 4, Beginning with School Year 2011-2012.
(16) Citizenship. The student understands important customs, symbols, and celebrations of Texas. The student is expected to:
(C) recite and explain the meaning of the Pledge to the Texas Flag.
Lesson objective(s):
• The student is expected to recite and explain the meaning of the Pledge to the Texas Flag.
Differentiation strategies to meet diverse learner needs:
• Enrichment: Students who need a challenge may work independently when researching what state has a pledge and flag.
• Support: The teacher is to assist those students who need help and may monitor the students to make sure they are following directions and are on task.
ENGAGEMENT:
• The teacher will explain to the students that they will be learning why they Pledge to the Texas Flag.
o “Good morning/afternoon class. Today we will be learning WHY we say a Pledge to the Texas Flag.”
• Next, the teacher will ask the students questions if they can think of a reason why we say a Pledge to the Texas Flag.
o “Why do we say the Texas Pledge every morning, every day?”
o “Can anyone think of a reason we say a Pledge to the Texas Flag?”
o “Why do you think that?”
o “Is there a clue or hint that they give us?”
• The teacher will take into consideration the students’ responses.
• Based on what the students say the teacher will write them on the board for them to keep in mind throughout the lesson.
• Then, the teacher will give a brief explanation to the students the real reason why Texans Pledge to the Texas flag.
o The teacher MUST have background knowledge of the reason why we pledge to the Texas Flag to be able to complete this lesson.
o Further in the lesson the teacher MUST know the States along with Territories that belong to the United States.
• Some questions that the students may ask themselves are:
o “Why do we honor the Texas flag?”
o “Why does Texas have its own Pledge?”
EXPLORATION:
• The teacher will tell the students to take out their Social Studies Journals because they will be writing important information.
• First, the teacher will give each student a blank flag templet where they are to draw the Texas flag and underneath write the Pledge.
(Vandevall, 2019)
• Next, students are to cut out their work and paste it on their Social Studies journal.
• After students have pasted it into their journals, the teacher will go into detail about the Texas Pledge to the Texas Flag.
o The teacher will go over:
Texas Pledge:
• “Honor the Texas flag; I pledge allegiance to thee, Texas, one state under God, one and indivisible.”
Texas Flag
Etc.
• While the teacher goes over each bullet, the students are to write it down in their journals.
• Next, the teacher will address any questions that the students may have.
o The teacher may have a whole class discussion to discuss any misunderstanding or to review the material.
• Next, the teacher will explain to the students that they will be learning about what other states/territory have a Pledge for their state/territory Flag.
• The teacher will have a bag with the different states/territory they will be learning about.
1. Alabama
2. Arkansas
3. Georgia
4. Guam (Territory)
5. Kentucky
6. Louisiana
7. Michigan
8. Mississippi
9. New Mexico
10. North Carolina
11. Ohio
12. Oklahoma
13. Rhode Island
14. South Carolina
15. South Dakota
16. Tennessee
17. Texas (The teacher may exclude this state from the activity or may leave it to see what students can find)
18. Virginia
• The teacher will walk around and have students pick a piece of paper.
o The papers will contain the States/Territory name that they will be learning about.
o Students may work in partners or independently.
• The teacher will explain to students that along with States, the United States has territories as well.
o For example: Puerto Rico, Guam etc.
• Next, students will research the state or territory that they got.
• Students are to write down the following information on their Social Studies Journals.
o Students will write down the lyrics of the Pledge.
o Students will write the year the Pledge was created.
o Students will draw the States Flag.
o Etc.
• The teacher will give students enough time to research their States.
• While students are doing their research, the teacher will be walking around to assist students if needed and to make sure students are on task.
EXPLANATION:
• Once students are done, the teacher will call the students attention and explain to them that they are to share their research to the class.
• While each student is presenting, the rest of the students are to write down the information that they present.
o Pledge.
o Flag.
o Year the pledge was created.
o Etc.
• Once each student is done presenting, they are to tape the flag on the board for all students to see.
• After all students are done presenting, the teacher will discuss any information that they want to share and explain any concepts if needed based on what the students have said.
ELABORATION:
• Vocabulary:
o Pledge
o Allegiance
o Indivisible
o Republic
o Salute
o Loyalty
o Symbols
• This lesson will help students apply this knowledge acquired from the lesson to their daily lives by understanding the reason why they say the Texas Pledge every day every morning in school.
EVALUATION:
• Exit ticket:
o The teacher will tell the students to take out a sheet of paper.
o Next, students are to write three to four sentences explaining what they learned from the lesson.
o After students are done writing their sentences, they are to turn it in on the teachers’ desk or give it to the teacher on their way out.
Teacher: Ms. Alejandra Cardenas
Date: May 5, 2019
Grade level: 4th Grade
Subject: Social Studies - Citizenship
Materials:
1. Primary Source Land Application Form
2. Social Studies Journals
3. Pencils
4. “History of the Alamo” YouTube video
5. Document Camera
6. Paper
TEKS Standards:
§113.15. Social Studies, Grade 4, Beginning with School Year 2011-2012.
(16) Citizenship. The student understands important customs, symbols, and celebrations of Texas. The student is expected to:
(D) describe the origins and significance of state celebrations such as Texas Independence Day and Juneteenth.
Lesson objective(s):
• The student is expected to describe the origins and significance of the state celebrations such as Texas Independence Day and Juneteenth.
Differentiation strategies to meet diverse learner needs:
• Enrichment: Students who need a challenge may…
• Support: The teacher is to assist those students who need help and may monitor the students to make sure they are following directions and are on task.
ENGAGEMENT:
• The teacher will ask the students if they know/remember what the Texas Independence Day.
o “What can you tell me about Texas Independence Day?”
o “What makes Texas Independence Day important?”
o “What did we gain?”
o “What did we lose?”
The teacher must remember that no answer is the wrong answer.
• Based on what the students say, the teacher and students will have a whole class discussion.
o The teacher may write down some responses on the board.
• Next, the teacher will show the students a YouTube video.
• The teacher will tell the students to pay close attention to the lyrics because they are going to be talking about it after the video.
• After the video, the teacher will ask the students what they saw and what they understood.
o This will lead to a class discussion.
• After the discussion, the teacher will play the video one more time but this time the teacher will pause the video to give a brief explanation on what is happening. (the teacher will go into depth later in the lesson.)
o For example:
The teacher will pause the video at 0:50 where it says, “They wanted adoption of laws and assimilation.”
• The teacher will explain to the students that the President of Mexico at that time, General Antonio Lopez de Santa Ana, was implementing laws that residents from Texas didn’t agree with.
• An example that the teacher can give is that one of those laws was to abolish slavery. Texas wanted to keep slaves, but Mexico did not.
• Once the teacher is done explaining the video, she/he will tell the students to take out their Social Studies Journal.
• Some questions that the students may ask themselves are:
o “What is the significance of Texas Independence Day?”
o “Why do we celebrate it?”
EXPLORATION:
• The teacher will then inform and explain to the students the significance of Texas Independence Day.
• The students are to write this information in their Social Studies journal.
o Information will include:
Conflicts between Texas and Mexico.
The year Texas won its Independence
The residents from Texas at the time of the battle.
The overall significance of Texas Independence Day.
• When the teacher reaches the bullet for residents from Texas at the time that Texas won its Independence, the teacher will take out a Land Application form that a resident from Texas had to sign to declare that he, Jose Luis Chirino, was a resident from Texas.
• The teacher will use the document camera to project the form onto the board for all students to see.
(Chirino, 1838)
• The students may explore the form before the teacher explains the history behind it.
o The students may work in partners or independently.
o Students are to write in their journals what they see and what they notice.
• Once students are done, the teacher will read what the document says.
EXPLANATION:
• Next, the teacher will explain the history behind the form.
o Resident Jose Luis Chirino
o When it was signed.
o Why it was signed.
o Etc.
• After explaining the history, the teacher will ask the students:
o “Based on what we know, what kind of source do you think this is?”
o “Remember that it could either be a primary source or secondary source.”
o “Why do you think that?”
o “How do you know?”
• Then, the teacher will explain that the form is in fact a primary source because it is the original copy from 1836.
• Next, the teacher will then explain to the students the overall significance of Texas Independence Day.
ELABORATION:
• Vocabulary:
o Independence
o Government
o Assimilation
o Historians
o Texas Constitution
o Primary Source
o Secondary Source
o Conflicts
o Significance
• This lesson will help students understand the history and significance of Texas Independence Day along with being able to identify a primary source from a secondary source.
EVALUATION:
• After the lesson, the teacher will tell the students that they will be writing a letter to a historical figure that helped Texas declare its independence.
o The students may write about how grateful they are for their bravery, what they gained and lost because of this battle and what they hope for the future of Texas.
• The teacher will give each student a white blank sheet of paper.
• The students will then write a letter to whom ever they choose.
• Once students are done writing their letter, they are to take it home to add coffee stains to the paper along with fire to burn the edges of the paper.
o This is to make the paper look antique. (Like the artifact they discussed in class).
• The students are to bring their letter back the next day with the coffee stains/burn marks to give to the teacher.
Teacher: Ms. Alejandra Cardenas
Date: May 5, 2019
Grade level: 4th Grade
Subject: Social Studies - Citizenship
Materials:
1. “What is Juneteenth? Watch a Juneteenth for Kids Cartoon (Fun Facts about Juneteenth)” YouTube video
2. Document Camera
3. Social Studies Journals
4. Pencils
5. iPads
6. Computers
7. Quiz
8. Tape
TEKS Standards:
§113.15. Social Studies, Grade 4, Beginning with School Year 2011-2012.
(16) Citizenship. The student understands important customs, symbols, and celebrations of Texas. The student is expected to:
(D) describe the origins and significance of state celebrations such as Texas Independence Day and Juneteenth.
Lesson objective(s):
• The student is expected to describe the origins and significance of the state celebrations such as Texas Independence Day and Juneteenth.
Differentiation strategies to meet diverse learner needs:
• Enrichment: Students who need a challenge may complete the quiz independently.
• Support: The teacher is to assist those students who need help and may monitor the students to make sure they are following directions and are on task.
ENGAGEMENT:
• The teacher will ask the students if they know what Juneteenth is.
o “Good morning/afternoon, class! Does anybody know what Juneteenth is?”
• If the students do not know what Juneteenth is, the teacher will ask questions to see what the students can come up with or what they think it is.
o “What do you think Juneteenth is?”
o “What comes to mind when you hear the word Juneteenth?”
o “Could it be a celebration?”
o “When do you think Juneteenth is celebrated?”
• If the students do know what Juneteenth is the teacher may write down some responses on the board so the students can keep it in mind throughout the lesson.
• Next, the teacher will give a brief explanation of what Juneteenth is and how its celebrated in the Rio Grande Valley.
• After the teacher has explained, she/he will show the students a YouTube video about Juneteenth.
• The teacher will tell the students to pay close attention to the video because the teacher will be asking questions.
• After the video, the teacher will ask the students what they learned from the video.
o This will lead to a class discussion.
• After the discussion, the teacher will go into depth of how Juneteenth came to be and the significance behind it.
o What Juneteenth is.
o When Juneteenth is.
o Who celebrates Juneteenth.
o Whys it’s a state holiday.
o Etc.
• The teacher will write down and project important information onto the document camera while the students take notes on their Social Studies journals.
• Some questions that the students may ask themselves are:
o “How is Juneteenth celebrated?”
o “Why did Juneteenth become a state holiday?”
EXPLORATION:
• Next, the teacher will tell the students that they will be researching what the community does to celebrate Juneteenth.
o Students may research what cities of the Rio Grande Valley do to celebrate Juneteenth.
Some cities may be:
• Edinburg
• McAllen
• Sharyland
• Mercedes
• Etc.
o The teacher will make sure no city is repeated.
• The teacher will group the students into groups of four.
o Each student will have a task.
In each group there will be an:
• Investigator: a student who will surf the web.
• Writer: a student who will write down important information.
• Presenter: a student who will present their research to the class.
• Reflector: a student who will write down what they learned as a group about the research that they did.
o The students are to write down their information in their Social Studies journals.
• While the students are conducting their research, the teacher will be walking around to see if students need help and to make sure students are on task and following directions.
EXPLANATION:
• Once students are done with their research, they are to present their findings and share them to the class.
• After students are done presenting, the teacher will ask the students which celebration they would like to attend.
• IF POSSIBLE, the teacher will have a field trip with the students where a celebration of Juneteenth is held so the students can participate and learn first-hand the history behind Juneteenth.
ELABORATION:
• The teacher will ask the students to take out their finished letter from the previous day and place it in the homework bin or desk.
• The teacher will tape and hang it on the wall for all students to see.
• If desired, at the end of the lesson, the teacher may have a few students read their letter to the class.
• Vocabulary
o June
o Texas
o Abraham Lincoln
o Emancipation Proclamation
o Emancipation
o Plantations
o Freedom
o Slavery
o Rights
o Enforce
o Liberty
• This lesson will help students understand the importance of Juneteenth and what its community does to celebrate this state holiday.
EVALUATION:
• The teacher will explain to the students that they will be taking a quiz covering what they learned throughout the lessons.
• The questions from the quiz are as follows:
1. Which of the following lyrics are found in the Texas Pledge?
a. “…and with confidence in her future under the guidance of Almighty God.”
b. “…confident that justice shall prevail for all of those abiding here.”
c. “…one state under God, one and indivisible.”
d. “…where equal opportunity and justice to all is our ideal.”
2. How long did the Battle of the Alamo last?
a. 14 days
b. 3 days
c. 10 days
d. 13 days
3. Give an example of a secondary source.
4. How many Stars are on the Texas Flag?
a. 50 Stars
b. 1 Star
c. 13 Stars
d. 52 Stars
5. List some conflicts between Texas and Mexico.
6. Which of the following is an example of a primary source?
a. Archives
b. Encyclopedias
c. Bibliographies
d. Magazines
7. What do you think would happen if Texas never won its Independence?
8. When is Juneteenth celebrated?
a. June 16th
b. June 19th
c. July 16th
d. July 19th
9. When did Texas win its Independence
a. July 4, 1821
b. January 1, 1836
c. April 21, 1836
d. December 29, 1845
10. Why do we celebrate Juneteenth?
Teacher Answer Key
1. C
2. D
3. Articles AFTER the event, bibliographies, encyclopedias
4. B
5. Texas wanted to keep slaves, but Mexico didn’t. Texans did not like the laws that General Santa Anna was making. Etc.
6. A
7. Any answer is correct.
8. B
9. C
10. To celebrate the ending of slavery. The enslaved were now free.
• The teacher will give out a quiz to each student.
• If needed, the teacher may read the question and answer ONLY to the students.
• Once the students have finished with their quiz, they are to raise their hands to let the teacher know they are done.
• The teacher will pick up the quizzes to grade them.
o IF DESIRED, if there are no more tests out, the teacher may go over each question verbally.
• After the teacher, has picked up the test, the students are to discuss with the teacher what is it they learned from the lesson.
o As a class they can discuss what they liked, what they didn’t like, what they thought was interesting, etc.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Texas Citizenship Lesson Plans
Subject
The topic of the resource
Citizenship
Texas Citizenship
Juneteenth
Slavery
Emancipation
Texas Independence
Description
An account of the resource
For this Social Studies lesson, I decided to focus on the history of Texas and two of its significant celebrations. Throughout these three lesson plans, students will learn the purpose behind the Texas Pledge, the significance of Texas Independence Day, and the reason why Juneteenth became a state holiday. In addition, necessary information is included so students fully understand the meaning behind these celebrations that contribute to Texas history. During these lessons, plenty of writing opportunities were incorporated, along with verbal discussions, that will help the students improve their writing and oral skills. These tasks will help the students share their knowledge and serve as preparation for future tests, such as the STAAR. Lastly, a project was included that will allow students to be creative while demonstrating their understanding of the objectives, which will also be determined in their final assessment.
Creator
An entity primarily responsible for making the resource
Alejandra Cardenas
Source
A related resource from which the described resource is derived
UTRGV College of Education
Contributor
An entity responsible for making contributions to the resource
The University of Texas Rio Grande Valley
UTRGV College of Education
Stephanie Anckle
Rights
Information about rights held in and over the resource
Cardenas, Alejandra. (2019). Texas Citizenship Lesson Plans. Retrieved from
https://rgvprimarysourceguides.omeka.net/items/show/51
Format
The file format, physical medium, or dimensions of the resource
PDF
Language
A language of the resource
English
Type
The nature or genre of the resource
Lesson Plan
Identifier
An unambiguous reference to the resource within a given context
LessonPlan-TexasCitizenship-Cardenas
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Texas
primary source
-
https://omeka.utrgv.edu/files/original/c39f81cf4a852687f0ca9f0fe7c6cd6d.pdf
e549f558b39a1eee7e1250175e617f5a
Lesson Plan
A resource that gives a detailed description of a course of instruction.
Duration
Length of time involved (seconds, minutes, hours, days, class periods, etc.)
5 days
Standards
§113.13. Social Studies, Grade 2, Beginning with School Year 2011-2012.
(7) Geography. The student understands how physical characteristics of places and regions affect people's activities and settlement patterns. The student is expected to:
(A) describe how weather patterns and seasonal patterns affect activities and settlement patterns;
(C) explain how people depend on the physical environment and natural resources to meet basic needs; and
(D) identify the characteristics of different communities, including urban, suburban, and rural, and how they affect activities and settlement patterns.
Objectives
1. Students will be able to describe weather patterns and how they affect activities.
2. Students will be able to explain how people depend on natural resources to meet basic needs.
3. Students will be able to identify the characteristics of different communities.
Materials
● Poster Boards
● Cause-and-Effect / KWL chart
● Pencils, markers, crayons, “post-its”, paper, scissors
● Fly swatter
● Video: “Texas Citrus: Grove to Table” https://youtu.be/h56jbxUQJbQ
● John H. Shary Autobiography (http://missiontexas.us/about-mission/famous-people/john-shary/)
● Video: “Meet the Farmer” (https://www.youtube.com/watch?v=WDwnvWJiAao)
● Book: “Scenes of Texas: Citrus a proud heritage”
● News Articles:
(Disease threatens South Texas citrus industry & Texas' multi-million dollar citrus industry threatened by recent cold snap)
● Social Studies Journal
● Kahoot, iPads, Dictionaries
Lesson Plan Text
ABSTRACT
Essential Questions:
● What role did John H. Shary have in the development of citrus farming in the Rio Grande Valley?
● What impact did citrus farming have in the Rio Grande Valley?
● How did citrus farming help shape the Rio Grande Valley into what it is today?
In this lesson we will be learning the Citrus Farming in the Rio Grande Valley and how it developed into the industry we have today. We will discuss in which communities citrus tree grow in and their characteristics, who John Shary was and how he utilized natural resources to grow his industry, and the effects the different weather patterns such as snow, floods, and extreme heat has on citrus farming in the community. Our research on the beginnings of citrus farming and on who John H. Shary was took place in the University of Texas at Rio Grande Valley’s library. Our information was gathered from the Special Collections and Archives rooms as well as the John H. Shary Collection. We collected photographs, newspaper stories, and articles to create our lesson.
Keywords:
Farming: the activity or business of growing crops and raising livestock.
Employed: to hire or engage the services of (a person or persons); provide employment for; have or keep in one's service
Orchards: an intentional planting of trees or shrubs that is maintained for food production
Grapefruit: a subtropical citrus tree known for its sour to semi-sweet, somewhat bitter fruit
Citrus: a tree of a genus that includes citron, lemon, lime, orange, and grapefruit.
Crops: a cultivated plant that is grown as food, especially a grain, fruit, or vegetable
INTRODUCTION – WHAT & WHY?
The purpose of this lesson is to help students understand the multimillion Citrus Farming Industry in the Rio Grande Valley and how it all came to be. These are the three main points of this lesson: To learn about the characteristics of the communities where citrus trees grow in the RGV, to learn how did John H. Shary began to depend on natural resources to become the Founder Father of the Citrus Industry, and to learn how different weather patterns of the RGV can affect the citrus farming. At the end of this unit, students will be able to know that the RGV has the perfect climate for citrus farming. The Texas citrus industry first took off in the Rio Grande Valley in the late 1800s. John H Shary was a land developer and colonizer from Nebraska who became involved in the development and growth of the region after he took a tour of an orchard in 1912. In 1915, Mr. Shary planted 360 acres of citrus trees in McAllen Texas. Shary bought and subdivided 50,000 acres of citrus in the valley. Shary was correct about the soil in the Valley land. It was able to produce citrus in mass. Trees had been grown in family yards and gardens but now a larger amount of citrus was being planted. Eventually production outnumbered consumption which led Shary to realize his potential of this crop and began to market and distribute. The first carload was shipped out in 1920 by a train in McAllen. Citrus growers were successful in the valley because of their access to transportation. The
railroad became the chief distributor. A second reason was the extensive irrigation system. Grapefruit roots did not grow very deep into the ground and so growers had to flood their orchards four times a year. The fertility of the soil was also a major contributor to the success. The area was considered semi-arid but new soil was brought in with each irrigation. Valley growers did not have to fertilize the land like those in Florida
and California. Share then organized a chain of shipping plants, commercial packing, and large growers which is now known as the Texas Citrus Growers exchange. During the 1930s there was a flurry surrounding the citrus activity. Mission began a Citrus fiesta in 1932 to promote and celebrate citrus in the Rio Grande Valley. In 1937 the RGV Citrus exchange had become the largest juicing plant in the nation. Share had opened the path for future development transforming mission which later included McAllen and Edinburg.
Place-pedagogy education Place-based pedagogy emphasizes students’ learning by incorporating their local culture, environment, and experiences within their own community (Smith, 2002). Teachers utilize place- based pedagogy to teach different concepts in social studies, language arts, mathematics, and science amongst other subjects. Place- based education engages students in real life learning experiences to deeply understand and further strengthen their connection to their community.
Using place- based education creates lessons that encourages higher student engagement in the classroom and their community. It helps student recognize and address the issues surrounding the socioeconomic, environmental, as well as the opportunities presented. These real- life experiences will be the foundation for a more meaningful learning experience in the classrooms.
The history of place- based education goes back to the 1890s when American philosopher and educator John Dewey argued that children learn best when they are engaged with their surrounding environment and their school curriculum allows them to make a connection of their previous experiences to their present. This approach led to the paced based pedagogy.
Place- based education gives elementary students of the Rio Grande Valley the ability to be able to recognize and comprehend the unique history of their region and embrace it. It will help them being proud of where they come from while having the resources to act whenever an issue arises.
METHOD(s) – HOW & WHEN?
Methods
Name of the Lesson:
The Citrus Farming Industry in the Rio Grande Valley.
Grade level and population and subject:
This is an elementary lesson and can be taught as early as late October when the citrus season begins. It is aligned to the 2nd grade social studies standards listed in TEKS. This lesson can give students an opportunity to engage and explore the biggest industry in the RGV. Students can activate their prior knowledge because most of students have been exposed to citrus trees or have seen citrus crops around the RGV. Students can also construct their knowledge and making connections to academic content in a meaningful way. This also gives students an opportunity to know more about the characteristics and weather patterns of the community they live in and how people depend on natural resources to survive.
Procedures:
All the information and artifacts collected are from the UTRGV Special Collections and Archives. Most of the photographs have been authenticated by the UTRGV faculty. Videos and photographs of the citrus crops have been taken from the McAllen-Mission area.
5 E Lesson Plan
Subject / grade level: Citrus Industry in the Rio Grande Valley / 2nd grade
Materials:
● Poster Boards
● Cause-and-Effect / KWL chart
● Pencils, markers, crayons, “post-its”, paper, scissors
● Fly swatter
● Video: “Texas Citrus: Grove to Table” https://youtu.be/h56jbxUQJbQ
● John H. Shary Autobiography (http://missiontexas.us/about-mission/famous-people/john-shary/)
● Video: “Meet the Farmer” (https://www.youtube.com/watch?v=WDwnvWJiAao)
● Book: “Scenes of Texas: Citrus a proud heritage”
● News Articles:
(Disease threatens South Texas citrus industry & Texas' multi-million dollar citrus industry threatened by recent cold snap)
● Social Studies Journal
● Kahoot, iPads, Dictionaries
NC SCOS Essential Standards and Clarifying Objectives
§113.13. Social Studies, Grade 2, Beginning with School Year 2011-2012.
(7) Geography. The student understands how physical characteristics of places and regions affect people's activities and settlement patterns. The student is expected to:
(A) describe how weather patterns and seasonal patterns affect activities and settlement patterns;
(C) explain how people depend on the physical environment and natural resources to meet basic needs; and
(D) identify the characteristics of different communities, including urban, suburban, and rural, and how they affect activities and settlement patterns.
Lesson objective(s):
1. Students will be able to describe weather patterns and how they affect activities.
2. Students will be able to explain how people depend on natural resources to meet basic needs.
3. Students will be able to identify the characteristics of different communities.
Differentiation strategies to meet diverse learner needs:
SPED: Scaffolding, extra time to complete tasks.
GATE gifted: Encourage students to do research on their own to find online news articles regarding the Citrus Farming Industry in the Rio Grande Valley. Promote their critical thinking skills by asking them to reflect on their journals and
Specific Learning Disabilities: Allow students to work in partners and allow them to use resources such as their electronic devices for visuals to make connections with the vocabulary words.
ELL: Encourage students to use dictionaries and resources such as their electronic devices for visuals and translations. Allow them to have extra time if needed.
MONDAY
ENGAGEMENT:
● The teacher will begin the lesson by bringing a basket with grapefruits to the classroom. Some grapefruits will be passed around to the students. The teacher will ask them if they have tasted one before or if anyone in their families eat grapefruits activating their prior knowledge. The students will also be asked how the grapefruits feel (smooth, rough) and how they look (big, small, round). The teacher will then cut the grapefruits into pieces and allow the students to each take a piece to taste it if they want to describing how they taste (sweet, sour, bitter). Teacher will have a KWL chart in a poster board and will give out two “post-its” for students to write what they know about Citrus Farming and what they want to know. As they finish the tasting and writing on the KWL chart, the teacher will show the following video about citrus farming in the Rio Grande Valley https://youtu.be/h56jbxUQJbQ. After the video, the students will participate in a group/class discussion where they will discuss a question as a group then present their response to the class. The questions will include ‘When do citrus grow: during what season? How do they grow; what soil is needed to grow them?’ and ‘Where are grapefruits grown (in the city urban, rural setting).’
● Once they are done presenting their responses, the teacher will ask the students to think if they know who John H. Shary was and why he was called “The Father of the Texas Citrus Industry” to be discussed the next day.
TUESDAY
EXPLORATION
● Students will create a gallery walk. The teacher will break the class into four groups to let them create a poster and share it with others. Each group is going to be given a topic and support materials for them to research. Students will write down important information and draw pictures in their posters for them to present.
● Group one is going to research the topic of “Who is John H. Shary?” and will be given a hard copy of his autobiography (John Shary) and some photographs of his work from the “Scenes of Texas: Citrus a proud heritage”.
● Group two is going to research the topic of “What is the Citrus Industry in the Rio Grande Valley?” and will be given information and photographs from the “Scenes of Texas: Citrus a proud heritage”.
● Group three is going to research the topic of “How does the Citrus Industry help the people of the Rio Grande Valley?” and will be given news articles and a video (Meet the Farmer) to know about a citrus farmer’s job and how the citrus industry help the economy.
● Group four is going to research the topic of “What are some threats the Rio Grande Valley’s Citrus Industry has?” and will be given with hard copy newspaper articles and photographs about diseases and weather patterns affecting the crops. (Disease threatens South Texas citrus industry & Texas' multi-million dollar citrus industry threatened by recent cold snap)
● Students will have time to work on their posters as the teacher will walk around to answer any questions. Once the time is up, the teacher will put the posters up and will give each student a number from 1 through 4. All of the students with the number 1 will go to Poster number 1 and so on. Once students are in their groups they will look at their designated poster and the person who helped create the poster will act as the teacher and will explain the information on the poster to his/her classmates. Teacher will tell the students to rotate to the next poster and they will continue until they return to their original poster. After presentations are over, students will go back to their desks and will write on their journals about what they learned today.
WEDNESDAY
EXPLANATION
● Displaying photographs from the, “Scenes of Texas: Citrus a proud heritage”, students will gather around the mat for a group discussion. The photos displayed will focus on the ones that have extreme weather changes occurring such as snow, rainfall, or extreme heat. The teacher will explain how farmers adapt to these weather conditions and how they protect their crops. After an explanation, the teacher will have follow up questions, asking the students to think of ways they could protect the crops from snow, what rainfall will do to the crops, and in what weather conditions the crops will prosper.
● Following up the discussion, as the students continue on the mat, the teacher will bring out a cause and effect chart. The cause and effect chart will include snow, flooding (massive amounts of rainfall), and extreme heat conditions on the left side under the causes. Students will be called on and asked “what happens to the crops during these weather conditions?, how can you protect the crops during these weather conditions?”. As the questions are being answered the teacher will write the key points of the students answers onto the chart.
THURSDAY
ELABORATION
● Students will create a flip book with the vocabulary words that they have learned (industry, natural resource, rural, farming, employed, orchards, grapefruit, citrus). Using the “I do, you do” technique the teacher will model how to cut the paper flaps and students will follow, handling their own scissors. The teacher will write the vocabulary word on the outside of the flap. The definition will be written down on the back of the flap, corresponding to the vocabulary word. The teacher will model and then the students will do under the teacher’s supervision. If time permits, students will draw a picture next to their definition that captures the essence of the vocabulary word.
● After the flip book, the teacher will divide the class in half. Using the vocabulary words learned, the vocabulary words will be posted in a random order on the board in a jumbled-up format. Two students, one from each group, will come up to the board and receive a fly swatter. The teacher will read the definition out loud and the first student that “smacks” the correct word will win a point for their team. In order to make it fair, the points are not seriously taken into account, it is just for the sake of the game. Throughout the game the teacher will discuss with the entire class giving them key-words or examples to remember the definition of the vocabulary word.
● In conclusion, the students will gather around the mat for a think pair share session. The topics we have discussed throughout the week will be asked in a higher order of thinking. Students will be asked, “why do you think farming is beneficial for our communities?, do you think that there will be farmers in the future?, how has farming changed the way people live from the past to the present?”.
FRIDAY
EVALUATION
● Students will be participating in a Kahoot! quiz game to review the information.
● Students will be given a summative assessment as a 10 multiple choice question worksheet where they will be tested on their understanding of the Citrus Farming in the Rio Grande Valley.
● Students will be given a “post-it” to write about what they learned and finish the last part of the KWL chart.
Assessment
1. Who is the father of the Citrus Industry in the Lower Rio Grande Valley?
2. What is a result of a citrus crop shortage?
3. Name two activities that affect the citrus crops.
4. What is the relationship between weather patterns and citrus farming?
5. Why do you think people farm in the Rio Grande Valley?
6. How would you describe the Citrus Farming Industry?
7. If you were a citrus farmer, what would you do to protect your crop from bad weather?
8. List three characteristics of the communities where people can practice citrus farming.
9. What is the function of a good soil in farming?
10. Based on what you know how would you explain the success of the citrus industry in the Rio Grande Valley?
REFERENCES / CITATIONS
1. Dick Heller Jr. Collection; ELIBR-0042, University Library, Special Collections and University Archives, University of Texas Rio Grande Valley, Edinburg, TX.
2. John H. Shary Collection; ELIBR-0002, [Box 243]. University Library, Special Collections and University Archives, University of Texas Rio Grande Valley, Edinburg, TX.
3. RGV Promotional Literature Collection; ELIBR-0151, [Box 2]. University Library, Special Collections and University Archives, University of Texas Rio Grande Valley, Edinburg, TX.
4. Scenes of Texas Citrus: A proud heritage. (2008). Mission, TX: Texas Citrus Mutual.
5. Smith, G. A. (2002). Going Local. Educational Leadership, 60(1), 30. Retrieved from http://ezhost.utrgv.edu:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=tfh&AN=7386622&site=ehost-live
6. Smith, G. A. (2002). Place-based education: learning to be where we are. Phi Delta Kappan, 83(8), 584–594. Retrieved from http://ezhost.utrgv.edu:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=rgm&AN=503872721&site=ehost-live
7. The Valley Miracle, RGV Promotional Literature Collection; ELIBR-0151, University Library, Special Collections and University Archives, University of Texas Rio Grande Valley, Edinburg, TX.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Citrus Farming Industry in the Rio Grande Valley Lesson Plan
Subject
The topic of the resource
Citrus fruit industry
Agriculture
Promotional material
Industry
Description
An account of the resource
The Texas citrus industry first took off in the Rio Grande Valley in the late 1800s. John H. Shary was a land developer and colonizer from Nebraska who became involved in the development and growth of the region after he took a tour of an orchard in 1912.
In 1915, Mr. Shary planted 360 acres of citrus trees in McAllen Texas. Shary bought and subdivided 50,000 acres of citrus in the valley. Shary was correct about the soil in the Valley land. It was able to produce citrus in mass. Trees had been grown in family yards and gardens but now a larger amount of citrus was being planted. Eventually production outnumbered consumption which led Shary to realize his potential of this crop and began to market and distribute. The first carload was shipped out in 1920 by a train in McAllen.
Citrus growers were successful in the valley because of their access to transportation. The railroad became the chief distributor. A second reason was the extensive irrigation system. Grapefruit roots did not grow very deep into the ground and so growers had to flood their orchards four times a year. The fertility of the soil was also a major contributor to the success. The area was considered semi-arid but new soil was brought in with each irrigation. Valley growers did not have to fertilize the land like those in Florida and California.
Shary then organized a chain of shipping plants, commercial packing, and large growers which is now known as the Texas Citrus Growers exchange. During the 1930s, there was a flurry surrounding the citrus activity. Mission began a Citrus fiesta in 1932 to promote and celebrate citrus in the Rio Grande Valley. In 1937, the RGV Citrus exchange had become the largest juicing plant in the nation. Share had opened the path for future development transforming mission which later included McAllen and Edinburg.
Grade 2
Creator
An entity primarily responsible for making the resource
Alejandra Ledezma
Melanie Maldonado
Karen Aleman
Source
A related resource from which the described resource is derived
UTRGV College of Education
EDCI3335-32
Spring 2019
Publisher
An entity responsible for making the resource available
University of Texas Rio Grande Valley Special Collections and University Archives
Date
A point or period of time associated with an event in the lifecycle of the resource
1880
1937
Contributor
An entity responsible for making contributions to the resource
University of Texas Rio Grande Valley
UTRGV College of Education
Stephanie Anckle
Rights
Information about rights held in and over the resource
Ledezma, Alejandra, Maldonado, Melanie, and Aleman, Karen. (2019). Lesson Plan for Citrust Farming Industry in the Rio Grande Valley. Retrieved from. https://rgvprimarysourceguides.omeka.net/items/show/98
Format
The file format, physical medium, or dimensions of the resource
PDF
Language
A language of the resource
English
Identifier
An unambiguous reference to the resource within a given context
LessonPlan-CitrusIndustryRGV-LedezmanMaldonadoAleman
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Mission, Texas
primary source
-
https://omeka.utrgv.edu/files/original/d4cae384e35f5c7cacfce42e1ee2b85b.pdf
31a64174e37c7a124f57f195703a2f3f
Lesson Plan
A resource that gives a detailed description of a course of instruction.
Duration
Length of time involved (seconds, minutes, hours, days, class periods, etc.)
5-7 Days
Standards
§113.16. Social Studies, Grade 5, Beginning with School Year 2011-2012.
(17) Citizenship. The student understands important symbols, customs, celebrations, and landmarks that represent American beliefs and principles and contribute to our national identity. The student is expected to:
(D) describe the origins and significance of national celebrations such as Memorial Day, Independence Day, Labor Day, Constitution Day, Columbus Day, and Veterans Day
Objectives
To recognize heritage, culture and communities and identify ways to empower and engage these communities with classroom curriculum and instruction.
Materials
https://www.youtube.com/watch?v=j7U--9rfE98&feature=youtu.be
https://www.youtube.com/watch?v=8Jbp_PPMNA8
Lesson Plan Text
Your Name: Aleyda Pena, Gabrielle Flores, Lindsey Skalitsky & Jessica Gomez
Grade Level: 5th Number of Students: 27
Assessment (formal and/or informal) Informal
Standards Social Studies
Recognize and give examples of the tensions between the wants and needs of individuals and groups, and concepts such as fairness, equity, and justice.
Standards English Language Arts
Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
Strategies for English Language Learners and Learners with Special Needs
Supplemental readings in L1 along with lower level readers of same story. Associated illustrations for story for visual understanding. Sentence stems for ELL to use for discussion purposes.
Materials and Resources
video link
https://www.youtube.com/watch?v=j7U--9rfE98&feature=youtu.be https://www.youtube.com/watch?v=8Jbp_PPMNA8
Instructional Sequence (instructional strategies and learning tasks)
Juneteenth is a celebration of the day in 1865 that word of Lincoln's signing of the Emancipation Proclamation, freeing all slaves, made its way to the state of Texas. The celebration name is a combination of "June" and "Nineteenth"—the day that the celebration takes place.
Show video of Juneteenth celebration in Edinburg, Texas.
https://www.youtube.com/watch?v=j7U--9rfE98&feature=youtu.be
Read book “Juneteenth Jamboree”. Show video https://www.youtube.com/watch?v=8Jbp_PPMNA8
● the purpose of the lesson for students ( 5 minutes)
● Accessing prior knowledge ( 15 minutes)
● Teacher modeling ( 5 minutes)
● Guided Practice ( 10 minutes)
● Practice (independent, partner, group) ( 13 minutes)
● Closure ( 2 minutes)
Monitoring for student learning/understanding. Describe the instructional strategies
Your Name: Aleyda Pena, Gabrielle Flores, Lindsey Skalitsky & Jessica Gomez
Grade Level: 5th Number of Students: 27
Assessment (formal and/or informal) Informal
Standards Social Studies Give examples of how government does or does not provide for the needs and wants of people, establish order and security, and manage conflict.
Standards English Language Arts Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade level topics and texts, building on others’ ideas and expressing their own clearly.
Strategies for English Language Learners and Learners with Special Needs
Allow for partner reading to enable more understanding. Supplement ELLs with Spanish text support. Students may work in groups to enable peer support for instruction and understanding for elaboration.
Materials and Resources
http://www.tshaonline.org/handbook/online/articles/lkj01.
United States (A Nation Divided) map in 1865
Instructional Sequence (instructional strategies and learning tasks)
Distribute the handout Juneteenth Celebration. Have students participate in a reading activity (read aloud, silent reading, differentiated instruction activity). Distribute a 1865 United States map (provided). Write the following question on the board: a. Discuss reasons why you think that it took nearly 3 years for news of emancipation to travel from Washington, D.C., to Galveston, Texas. b. Distribute a copy of the “A Nation Divided 1861 -1865 map.” c. Ask students to discuss challenges the messenger may have experienced traveling through the Northern and Southern states?
● the purpose of the lesson for students ( 2 minutes)
● Accessing prior knowledge ( 5 minutes)
● Teacher modeling ( 10 minutes)
● Guided Practice ( 5 minutes)
● Practice (independent, partner, group) ( 20 minutes)
● Closure ( 3 minutes)
Monitoring for student learning/understanding. Describe the instructional strategies
Your Name: Aleyda Pena, Gabrielle Flores, Lindsey Skalitsky & Jessica Gomez
Grade Level: 5th Number of Students: 27
Assessment (formal and/or informal) Informal
Standards Social Studies Use appropriate resources, data sources, and geographic tools to generate, manipulate, and interpret information.
Standards English Language Arts Read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of grade level texts complexity band independently and proficiently.
Strategies for English Language Learners and Learners with Special Needs
Allow for partner reading to enable more understanding. Supplement ELLs with Spanish text support. Students may work in groups to enable peer support for instruction and understanding for elaboration.
Materials and Resources
Venn Diagram Template
Instructional Sequence (instructional strategies and learning tasks)
Ask students to continue their discussion about the challenges the messenger may have experienced traveling through the Northern and Southern states? Create a venn diagram on the board; discuss today’s means of communication, specifically information that can travel instantaneously, for example the internet. Therefore, the idea that an important government announcement took almost 3 years to travel from Washington, D.C., to Galveston, Texas, seems unbelievable. Although Abraham Lincoln signed the Emancipation Proclamation on September 22, 1862, the slaves in Texas did not hear that they had been freed until June 19, 1865. Distribute the venn diagram (provided) to students; Compare today’s means of communication and communication used in 1865.
● the purpose of the lesson for students ( 3 minutes)
● Accessing prior knowledge ( 2 minutes)
● Teacher modeling ( 5 minutes)
● Guided Practice ( 15 minutes)
● Practice (independent, partner, group) ( 15 minutes)
● Closure ( 5 minutes)
Monitoring for student learning/understanding. Describe the instructional strategies
Your Name: Aleyda Pena, Gabrielle Flores, Lindsey Skalitsky & Jessica Gomez
Grade Level: 5th Number of Students: 27
Assessment (formal and/or informal) Informal
Standards Social Studies Demonstrate an understanding that different people may describe the same event or situation in diverse ways, citing reasons for the differences in views.
Standards English Language Arts Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.
Strategies for English Language Learners and Learners with Special Needs
Allow for partner reading to enable more understanding. Supplement ELLs with Spanish text support. Students may work in groups to enable peer support for instruction and understanding for elaboration.
Materials and Resources
http://www.juneteenth.com
Instructional Sequence (instructional strategies and learning tasks)
This announcement prompted spontaneous celebrations in the streets. African Americans celebrate Juneteenth (a combination of June and nineteenth) as a legal holiday in Texas and throughout the United States with parades, prayers, picnics, games, and family gatherings. A reading of the Emancipation Proclamation marks the beginning of many local festivities. Discuss the local Juneteenth celebrations in and around South Texas. Have students discuss Juneteenth, highlight the fact that Juneteenth remains one of the few U.S. holidays that does not have a commercial component. Ask students to brainstorm and identify other non-commercial holidays and speculate on what has protected them from exploitation. A legend tells that Abraham Lincoln's messenger to Texas had an ornery mule and that is why the news took so long to arrive. Debate whether the length of time was intentional or accidental.
● the purpose of the lesson for students ( 2 minutes)
● Accessing prior knowledge ( 5 minutes)
● Teacher modeling ( 5 minutes)
● Guided Practice ( 7 minutes)
● Practice (independent, partner, group) ( 23 minutes)
● Closure ( 3 minutes)
Monitoring for student learning/understanding. Describe the instructional strategies
Your Name: Aleyda Pena, Gabrielle Flores, Lindsey Skalitsky & Jessica Gomez
Grade Level: 5th Number of Students: 27
Assessment (formal and/or informal) Formal
Standards Social Studies Use appropriate resources, data sources, and geographic tools to generate, manipulate, and interpret information.
Standards English Language Arts Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
Strategies for English Language Learners and Learners with Special Needs
Allow for partner reading to enable more understanding. Supplement ELLs with Spanish text support. Students may work in groups to enable peer support for instruction and understanding for elaboration.
Materials and Resources
Assessments: Venn Diagram & Alternate Ending Composition
Instructional Sequence (instructional strategies and learning tasks)
Juneteenth has grown into a heritage-centered event that focuses on family, community, education, and achievement—but its origins are still very important. How does the historical background of the day, as a celebration of freedom for the slaves of Texas, compare to other important celebrations of freedom in the United States? Juneteenth remains one of the few U. S. holidays that does not have a commercial component. Students identify other non-commercial holidays and speculate on what has protected them from exploitation. Students then create a venn diagram comparing Juneteenth to another Nationally recognized holiday. Students construct a composition that has to do with Juneteenth and also create an alternate ending to the situation.
● the purpose of the lesson for students ( 1 minutes)
● Accessing prior knowledge ( 5 minutes)
● Teacher modeling ( 4 minutes)
● Guided Practice ( 0 minutes)
● Practice (independent, partner, group) ( 0 minutes)
● Closure/ Assessment ( 35 minutes)
Monitoring for student learning/understanding. Describe the instructional strategies
Goals or Mission: To transform the Rio Grande Valley, the Americas, and the world through an innovative and accessible educational environment that promotes student success, research, creative works, health and well-being, community engagement, sustainable development, and commercialization of university discoveries.
1. Learning Goals/Standards: As a class, discuss the overall importance of the Emancipation Proclamation to the slaves and the white people who lived in the country during this time period. How did this change the country forever?
2. Rationale: Although part of the school curriculum, content standards, or ELD standards, why is this content important for your students to learn?
3. Identifying and supporting language needs: Supplement ELLs with Spanish text support. Students may work in groups to enable peer support for instruction and understanding for elaboration.
4. Accessing prior knowledge and building upon students’ backgrounds, interests and needs: In cities across the country, people of all races, nationalities and religions are joining hands to truthfully acknowledge a period in our history that shaped and continues to influence our society today. Sensitized to the conditions and experiences of others, only then can we make significant and lasting improvements in our society.
5. Materials and Instructional Sequence: https://www.youtube.com/watch?v=j7U--9rfE98&feature=youtu.be https://www.youtube.com/watch?v=8Jbp_PPMNA8
http://www.juneteenth.com https://www.archives.gov/education/lessons/civil-war-docs
6. Assessment: Today Juneteenth commemorates African American freedom and emphasizes education and achievement. It is a day, a week, and in some areas a month marked with celebrations, guest speakers, picnics and family gatherings. It is a time for reflection and rejoicing. It is a time for assessment, self-improvement and for planning the future. Its growing popularity signifies a level of maturity and dignity in America long overdue.
7. Accommodations: Invite your students to compare Juneteenth celebrations to Fourth of July celebrations, using the Venn Diagram. What events take place on the two days? What do people do? How are the events described in the media? When students notice differences between the celebrations, ask them to hypothesize about the reasons. Conclude the discussion by asking students what conclusions they can draw about the ways that people celebrate and define freedom in the U.S. Allow for partner reading to enable more understanding. Supplement ELLs with Spanish text support. Students may work in groups to enable peer support for instruction and understanding for elaboration.
8. Theory: Context Based Learning, learning from experience by interpretation of information and relating it to what is already known.
9. Anchor Videos:
https://www.youtube.com/watch?v=j7U--9rfE98&feature=youtu.be https://www.youtube.com/watch?v=8Jbp_PPMNA8
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Juneteenth in the Rio Grande Valley Lesson Plans
Subject
The topic of the resource
Slavery
Description
An account of the resource
After the Civil War, in 1865 a myriad amount of people remained enslaved. The reason being was due to Word of slavery end news traveled slowly, especially for those who were isolated from the Union armies- where life continued as if freedom did not exist. Texas was one of those cases, were slaves were not aware of their freedom until June 19, 1865. Union Gen. Gordon Granger arrived in Galveston, TX to issue an order officially granting freedom. The celebration now serves as the base of “Juneteenth” a holiday that celebrates emancipation in the United States. Juneteenth represents, not only in the Rio Grande, but in all the United States the announcement of abolition of slavery in the U.S state of Texas. It commemorates the group of slaves who learned that they had been emancipated years earlier.
Creator
An entity primarily responsible for making the resource
Aleyda Pena
Gabrielle Flores
Lindsey Skalitsky
Jessica Gomez
Source
A related resource from which the described resource is derived
UTRGV College of Education
EDCI335-3O
Fall 2018
Publisher
An entity responsible for making the resource available
The University of Texas Rio Grande Valley Special Collections and University Archives
Date
A point or period of time associated with an event in the lifecycle of the resource
1865
Contributor
An entity responsible for making contributions to the resource
The University of Texas Rio Grande Valley
UTRGV College of Education
Stephanie Anckle
Format
The file format, physical medium, or dimensions of the resource
PDF
Language
A language of the resource
English
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Rio Grande Valley
Rights
Information about rights held in and over the resource
Flores, Gabrielle, Gomez, Jessica, Pena, Aleyda, & Skalitsky, Lindsay. (2018). Juneteenth in the Rio Grande Valley Lesson Plans. Retrieved from
https://rgvprimarysourceguides.omeka.net/items/show/40
primary source
-
https://omeka.utrgv.edu/files/original/9029757a01bed32d099c48984ced8764.pdf
ce1c389322efadcf8af879a28a619725
Lesson Plan
A resource that gives a detailed description of a course of instruction.
Duration
Length of time involved (seconds, minutes, hours, days, class periods, etc.)
7 days
Standards
§113.15. Social Studies, Grade 4
(b) Knowledge and skills
(22) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:
(D) create written and visual material such as journal entries, reports, graphic organizers, outlines, and
bibliographies
Objectives
The learner will understand the definition of slavery.
The learner will demonstrate their knowledge by creating a graphic organizer such as a web organizer with 90%
accuracy.
Materials
Newspaper articles
Sticky notes
Pencil
Paper
PowerPoint “Slavery”
Markers
Poster paper
Exit ticket
Lesson Plan Text
Abstract
The purpose of this lesson is to teach students about the evolution of the working system in the United States, and most importantly, in the Rio Grande Valley. Seven lesson plans were created in where the students will be learning about Peonage in the RGV. The first two days are based on Slavery, thus students make new connections to the new topic being taught. That way the student can have their previous knowledge activated going in to the next days, which are day three and four, in where the term Peonage will be introduced. Then the students will go into day five in where they will compare the characteristics of slavery and peonage. On day six and day seven the students will express their point of view on the topics through a series of activities. One of the activities will be to visit The Museum of South Texas History, and the last activity will be to create a proclamation about how the student would change the laws regarding the peonage system.
Introduction
There are several reasons for the creation of these lesson plans. Based on the fourth grade TEKS, the objective is to have the student apply their critical thinking skills to identify different points of view about the issue. It is important that the students learn about slavery and peonage because it helps them understand the
differences of the work systems we have today, compared to about 150 years ago. Peonage, also known as debt slavery, was a system in which an employer would compel a worker to pay off a debt with work. Some of the cases of peonage that were heard in the RGV area were from Raymondville in the 1920s; with almost 400 illegal cases when peonage was already “prohibited. Until one created controversy.
Rubric
Students will be evaluated on their overall collaborative work for the unit utilizing the rubric attached below.
The “Group Work” category is to evaluate how students worked with their group members in regards to
support, communication, and listening to their group members. Secondly, the category “Historical role play”,
focuses on how each students prepared for the role they are assigned. The third category is “Graphics
organizers”, which will be used to evaluate the activities in which graphic organizers are created.
Group work Routinely provides useful
ideas when participating
in the group and in
classroom discussion. A
definite leader who
contributes a lot of effort.
Usually provides
useful ideas when
participating in the
group and in
classroom
discussion. A strong
group member who
tries hard!
Sometimes
provides useful
ideas when
participating in the
group and in
classroom
discussion. A
satisfactory group
member who does
what is required.
Rarely provides
useful ideas when
participating in the
group and in
classroom
discussion. May
refuse to
participate.
Historical role
play
Can clearly explain
several ways in which his
character "saw" things
differently than other
characters and can
clearly explain why.
Can clearly explain
several ways in
which his character
"saw" things
differently than
other characters
Can clearly
explain one way in
which his
character "saw"
things differently
than other
characters.
Cannot explain
one way in which
his character
"saw" things
differently than
other characters.
Graphic
organizers
All graphics are related to
the topic and make it
easier to understand. All
borrowed graphics have
a source citation.
All graphics are
related to the topic
and most make it
easier to
understand. All
borrowed graphics
have a source
citation.
All graphics relate
to the topic. Most
borrowed graphics
have a source
citation.
Graphics do not
relate to the topic
OR several
borrowed graphics
do not have a
source citation.
3
Date: Monday - Day 1 (45 Minutes)
Subject / grade level: 4th Grade
Materials:
Newspaper articles
Sticky notes
Pencil
Paper
PowerPoint “Slavery”
Markers
Poster paper
Exit ticket
NC SCOS Essential Standards and Clarifying Objectives:
§113.15. Social Studies, Grade 4
(b) Knowledge and skills
(22) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:
(D) create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies
Lesson objective(s):
The learner will understand the definition of slavery.
The learner will demonstrate their knowledge by creating a graphic organizer such as a web organizer with 90%
accuracy.
Differentiation strategies to meet diverse learner needs:
●ELL students will be paired un with a proficient ELL student.
●Students will have extra time for any activity.
●The teacher will be monitoring students for any kind of help they need.
●The teacher will have a word wall with vocabulary terms.
●The teacher will speak in complete and concise sentences.
ENGAGEMENT (5 Minutes)
● The teacher will write the word Slavery on the board.
● The teacher will provide each student with a sticky note.
● The teacher will ask the student what they think the word means, and the students will write a word on the sticky
and paste it on the board.
● After all students have posted their sticky note, then the teacher will guide a small whole-group discussion.
EXPLORATION (10 Minutes)
Teacher: Ms. Gonzalez, Ms. Cantu, Ms. Cerda
● The class will be divided in small groups of four students.
● The teacher will provide a section of a newspaper regarding event related to slavery here in the RGV.
● The students will discuss about the event they just read.
EXPLANATION (15 Minutes)
● The teacher will present a powerpoint presentation with information regarding Slavery
o The powerpoint will include a timeline of important events, facts, and court cases of slavery in the Rio
Grande Valley
● The teacher will ask questions like:
o What is fair? What is not?
o What do you think it is like being raised without freedom?
o How would you feel t if you were being mistreated?
ELABORATION (5 Minutes)
● The teacher will provide each group with poster paper.
● Each group will create a web organizer map.
● Each group will write the word slavery in the middle, and write important facts they learned from the lesson.
● Each group will do a small presentation demonstrating their graphic organizer.
EVALUATION (5 Minutes)
● The students will demonstrate their knowledge by completing the following exit ticket:
How would you feel if slavery still existed?
Subject / grade level: 4th Grade
Materials:
Pencil
Paper
PowerPoint
Youtube video “Introduction of Slavery Explained for Kids”
KWL chart sheet
iPad
NC SCOS Essential Standards and Clarifying Objectives
§113.15. Social Studies, Grade 4
(b) Knowledge and skills
(22) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:
(D) create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies
Lesson objective(s):
The learner will understand the definition of slavery and its causes.
The learner will demonstrate their knowledge by creating a graphic organizer such as a web organizer with 90%
accuracy.
Differentiation strategies to meet diverse learner needs:
● ELL students will be paired with a proficient ELL student.
●The teacher will be monitoring students for any kind of help they need.
●The teacher will have a word wall with vocabulary terms.
●The teacher will speak in complete and concise sentences.
ENGAGEMENT (5 Minutes)
● Teacher will let students to watch a short youtube video called “Introduction of Slavery Explained for Kids”.
● Teacher will ask questions to students about what they saw.
EXPLORATION (10 Minutes)
● The students will create a KWL, individually, explaining what they they know, what they want to know and what
they want to learn about the slavery period.
EXPLANATION (15 Minutes)
● The teacher will present a PowerPoint explaining how the slavery system worked, including:
o Cotton picking
o Crop harvesting
o How families were treated
Teacher: Ms. Gonzalez, Ms. Cantu, Ms. Cerda
Date: Tuesday - Day 2
o Salaries
o Where families lived
ELABORATION (10 Minutes):
● Students will use their electronic devices (iPad) provided by the school to investigate an important historical
character in slavery.
● Students will write in a piece of a paper a small biography, the paragraph should be a summary about the
character's life, and their relevance.
● Students will turn in the mini biography.
EVALUATION (5 Minutes)
The teacher will perform an informal assessment by walking around the classroom looking at students’ independent work.
The teacher may ask the students the following questions:
● Why did you choose this person?
● Why did you think it's important to commemorate their life?
Subject / grade level: 4th Grade
Materials:
Newspaper articles
Sticky notes
Pencil
Papers
PowerPoint
Markers
Poster Paper
Exit ticket
NC SCOS Essential Standards and Clarifying Objectives
§113.15. Social Studies, Grade 4
(b) Knowledge and skills
(21) Social studies skills. The student applies critical-thinking skills to organize and use information
acquired from a variety of valid sources, including electronic technology. The student is expected to:
comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and
drawing inferences and conclusions;
(A) differentiate between, locate, and use valid primary and secondary sources such as computer
software; interviews; biographies; oral, print, and visual material; documents; and artifacts to acquire
information about the United States and Texas;
(C) organize and interpret information in outlines, reports, databases, and visuals, including graphs,
charts, timelines, and maps ;
Lesson objective(s):
The learner will understand the definition of peonage.
The learner will demonstrate their knowledge by creating a graphic organizer such as a bubble double map and
comparing the two new terms with 90% accuracy.
Differentiation strategies to meet diverse learner needs:
● ELL students will be paired un with a proficient ELL student.
●The teacher will be monitoring students for any kind of help they need.
●The teacher will have a word wall with vocabulary terms.
●The teacher will speak in complete and concise sentences.
ENGAGEMENT (5 Minutes)
● The teacher will write the word Peonage on the board.
● The teacher will provide each student with a sticky note.
Teacher: Ms. Gonzalez, Ms. Cantu, Ms. Cerda
Date: Wednesday - Day 3
● The teacher will ask the student what they think the word means, and the students will write a word on the sticky
and paste it on the board.
● After all students have posted their sticky note, then the teacher will guide a small whole-group discussion.
EXPLORATION (10 Minutes)
● The class will be divided in small groups of four students.
● The teacher will provide a section of a newspaper regarding events or a court case related to peonage here in
the RGV.
● The students will discuss about the event they just read.
EXPLANATION (15 Minutes)
● The teacher will present a powerpoint presentation with information regarding Peonage.
o the powerpoint will include a timeline of important events, facts, and court cases of Peonage in the Rio
Grande Valley
● The teacher will ask questions like:
o What is fair? What is not?
o What do you think it is like being raised without freedom?
o How would you feel t if you were being mistreated?
ELABORATION (10 Minutes)
● The students will have 2 minutes to present in groups what their section of the newspaper article was about.
● If the section was regarding an important event, the group will have to explain the occurrence.
● If the section was regarding a court case, the group will have to explain the outcome of the case.
EVALUATION (5 Minutes)
● The students will demonstrate their knowledge by completing the following exit ticket:
In a piece of a paper students will answer, and write to the following question:
The peonage is wrong/right because _______ .
Date: Thursday - Day 4
Subject / grade level: 4th Grade- Peonage
Materials:
Willacy Court Case Article
Paper
Pencil
Word search worksheet
Material for story
Journal
Sentence strips
NC SCOS Essential Standards and Clarifying Objectives
§113.15. Social Studies, Grade 4
(b) Knowledge and skills
(21) Social studies skills. The student applies critical-thinking skills to organize and use information
acquired from a variety of valid sources, including electronic technology. The student is expected to:
comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and
drawing inferences and conclusions;
(A) differentiate between, locate, and use valid primary and secondary sources such as computer
software; interviews; biographies; oral, print, and visual material; documents; and artifacts to acquire
information about the United States and Texas;
(D) identify different points of view about an issue, topic, historical event, or current event;
Lesson objective(s):
The learner will analyze the important events of the Willacy Court Case.
The learner will judge the case through an interpretation of the court case.
Differentiation strategies to meet diverse learner needs:
● ELL students will be paired un with a proficient ELL student.
●The teacher will be monitoring students for any kind of help they need.
●The teacher will have a word wall with vocabulary terms.
●The teacher will speak in complete and concise sentences.
ENGAGEMENT (5 Minutes)
● The students will be given the following scenario:
10
Teacher: Ms. Gonzalez, Ms. Cantu, Ms. Cerda
● How you feel If you owed money to someone and now they deprive you from your liberty to work and pay them
off?
● The student will write a short explanation on their journals about their feeling towards this situation.
EXPLORATION (10 Minutes)
● Students will do a word search with keywords about the Willacy County Peonage Case.
● Key words such as Peonage, court, Willacy, Raymondville, Mexican, farmers, sentence, penalties, Kennedy
Smith, Sheriff Raymond, etc.
EXPLANATION (15 Minutes)
● The teacher will interpret the Willacy Court case, and its important events to students by reenacting the story
with marionettes.
● The teacher will tell the case as a story but asking students at the same time to maintain attention.
● The teacher can bring paper characters to improve understanding of the case.
ELABORATION (10 Minutes)
● The students will take the role of that of a Judge of one of the previous cases presented by the teacher.
● On their interactive journal, the students will overrule the decision of the judge, if needed, and write what they
would have decided if they were to be the judge in one of the cases.
EVALUATION (5 Minutes)
● The teacher will create sentence strips with facts and inaccurate facts which will be read out loud.
● The students will have to state whether the sentence is true or false, and if it is false, state why.
Date: Friday Day 5
Subject / grade level:4th grade
Materials:
Video Peonage “Involuntary Servitude”
Poster paper for the Double Bubble Map
Pencil
Colored pencil
Markers
Exit Ticket
NC SCOS Essential Standards and Clarifying Objectives:
§113.15. Social Studies, Grade 4
(b) Knowledge and skills
(21) Social studies skills. The student applies critical-thinking skills to organize and use information
acquired from a variety of valid sources, including electronic technology. The student is expected to:
comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and
drawing inferences and conclusions;
(C) organize and interpret information in outlines, reports, databases, and visuals, including graphs,
charts, timelines, and maps ;
Lesson objective(s):
The learner will identify the definition of slavery and peonage.
The learner will demonstrate their knowledge by creating a graphic organizer such as a web organizer with 90%
accuracy.
Differentiation strategies to meet diverse learner needs:
● ELL students will be paired un with a proficient ELL student.
●The teacher will be monitoring students for any kind of help they need.
●The teacher will have a word wall with vocabulary terms.
●The teacher will speak in complete and concise sentences.
ENGAGEMENT (5 Minutes)
● Watch video What is Involuntary Servitude? What does Involuntary Servitude mean? Involuntary servitude meaning.
EXPLORATION (10 Minutes)
● Students will create a chart in their journal where they have the two topics: Slavery and Peonage.
Teacher: Ms. Gonzalez, Ms. Cantu, Ms. Cerda
● Students will use their prior knowledge , and what they have learned through the week to write facts under each topic.
EXPLANATION (10 Minutes)
● The teacher will conduct a short small group discussion about Peonage and Slavery.
● The teacher may ask the students questions like the following?
● Are there any differences/similarities between these two systems? What are they?
ELABORATION (15 Minutes)
● Together the classroom will create a double bubble map in where they will compare Slavery vs. Peonage.
● The students will understand the the meaning of the new vocabulary terms like, peonage, slavery, freedom, child
labor, slave trade, debt, etc.
● It will show the students the evolution of the employment system, and civil rights.
EVALUATION (5 Minutes)
● The students will demonstrate their knowledge by completing the following exit ticket:
Slavery and peonage are similar because _____.
Subject / grade level: 4th Grade
Materials:
South Texas Museum
School bus
Quick Questionnaire
NC SCOS Essential Standards and Clarifying Objectives
§113.15. Social Studies, Grade 4
(b) Knowledge and skills
(21) Social studies skills. The student applies critical-thinking skills to organize and use information
acquired from a variety of valid sources, including electronic technology. The student is expected to:
comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and
drawing inferences and conclusions;
(A) differentiate between, locate, and use valid primary and secondary sources such as computer
software; interviews; biographies; oral, print, and visual material; documents; and artifacts to acquire
information about the United States and Texas
Lesson objective(s):
The learner will identify how slavery impacted the RGV.
Differentiation strategies to meet diverse learner needs:
● ELL students will be paired un with a proficient ELL student.
●The teacher will be monitoring students for any kind of help they need.
●The teacher will have a word wall with vocabulary terms.
● The teacher will speak in complete and concise sentences.
ENGAGEMENT (5 Minutes)
● The guide will provided a quick introduction of the South Texas Museum, including its history and the exhibition
they have, as well as the expectation for the students.
EXPLORATION (10 Minutes)
● The students will explore all the exhibitions at the South Texas Museum.
EXPLANATION (15 Minutes)
● The teacher will further explain the exhibitions if students have any doubts.
ELABORATION (10 Minutes)
● The students will visually understand how slavery affected/impacted the RGV.
Teacher: Ms. Gonzalez, Ms. Cantu, Ms. Cerda
Date: Day 6- Field trip to Museum of South Texas
EVALUATION (5 Minutes)
● The teacher will provide students with a quick questionnaire about the exhibition at the Museum.
● The questionnaire will include the following questions:
● What did you think about the museum?
● Do you think people living in the RGV during Slavery were affected?
● How did the exhibition helped you clarify slavery concepts?
Subject / grade level: 4th Grade
Materials:
Pen/pencil
Proclamation worksheet
Proclamation PowerPoint
NC SCOS Essential Standards and Clarifying Objectives
Lesson objective(s):
The learner will create a proclamation to declare the importance of slavery abolishment.
Differentiation strategies to meet diverse learner needs:
● ELL students will be paired un with a proficient ELL student.
● Extra time will be given for students if needed.
● The teacher will be monitoring students for any kind of help they need.
●The teacher will have a word wall with vocabulary terms.
● The teacher will speak in complete and concise sentences.
ENGAGEMENT
Students will watch a video created by the teacher. https://youtu.be/sw6cVPIVb6Q .
EXPLORATION (5 Minutes)
● The teacher will guide a whole group discussion about the video they just watched.
● Students will express their opinions about the situation.
EXPLANATION (15 Minutes)
● The teacher will present a PowerPoint about a Proclamation, and it will include, iits purpose, its importance, and examples.
ELABORATION (10 Minutes)
● The student will be give a proclamation worksheet.
● It is important for students to express their feelings and opinions towards slavery/peonage and create their own proclamation.
EVALUATION (5 Minutes)
● Students will volunteer to read their Proclamation In front of class.
Teacher: Ms. Gonzalez, Ms. Cantu, Ms. Cerda
Date: Day 7
Authentic Assessment
The students will reenact the Willacy court case as a whole class. Each student will have a role related to the case, and will have to interpret to the best of their ability. The student will be responsible of researching and making connections with what they have learned throughout the lessons to the fit the role they are given. The roles will include: A judge, jury, the defence, defendant, testimonies, and the sheriffs. The students will be graded based on their knowledge of the case and their performance.
References
Audiopedia, T. (2017, February 08). Retrieved February 22, 2019, from
https://www.youtube.com/watch?v=d88xXp-ZrFQ&t=97s
Brent Campney’s research collection on race relations in South Texas; February 7, 1922.ELIBR000179, Box #1, Folder Willacy County Peonage Scene and Quintuple Lynching 1926-1927. University Library, Special Collections and University Archives, University of Texas Rio Grande Valley, Edinburg, Texas.
E., T. (2011, July 27). Borger Daily Herald (Borger, Tex.), Vol. 1, No. 103, Ed. 1 Wednesday, March 23, 1927. Retrieved from https://texashistory.unt.edu/ark:/67531/metapth167035/m1/1/
Illustrated, H. (2015, October 08). Retrieved February 22, 2019, from
https://www.youtube.com/watch?v=IUfJCh7Rd_Q
Primary Sources on Peonage. (n.d.). Retrieved from
https://libraries.olemiss.edu/information-literacy/2016/11/02/primary-sources-on-peonage/ .
Video peonage. (2019, February 23). Retrieved from https://youtu.be/sw6cVPIVb6Q.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Peonage Lesson Plan
Subject
The topic of the resource
Peonage
Forced labor
Race relations
Indentured servants
Social conditions
Forced labor--slavery
Description
An account of the resource
Peonage, also known as debt slavery, was used an option for farmers to control labor. The Raymondville peonage cases, which were the first of their kind in Texas history, were tried in the Nueces County federal court in January 1927. Although the practice was illegal, peonage labor was used during the early twentieth century in some counties of South Texas, where it had become common to force laborers, usually Mexican or African Americans but also whites, to work off debts owed to farmers. During times of labor shortage the practice included charging individuals with vagrancy in order to force them into labor; "friendly farmers" paid off their fines and then had the prisoners work off the debt by picking cotton, often under armed guard.
Handbook of Texas Online, Alicia A. Garza, "RAYMONDVILLE PEONAGE CASES," accessed July 29, 2019, http://www.tshaonline.org/handbook/online/articles/pqreq.
Grade 4
Creator
An entity primarily responsible for making the resource
Ana Cerda
Lezly Gonzalez
Melissa Cantu
Source
A related resource from which the described resource is derived
UTRGV College of Education
EDCI3335.32
Spring 2019
Publisher
An entity responsible for making the resource available
University of Texas Rio Grande Valley Special Collections and University Archives
Date
A point or period of time associated with an event in the lifecycle of the resource
1865
1927
Contributor
An entity responsible for making contributions to the resource
University of Texas Rio Grande Valley
UTRGV College of Education
Stephanie Anckle
Rights
Information about rights held in and over the resource
Cerda, Ana, Gonzalez, Lezly, and Cantu, Melissa. (2019). Lesson Plan for Peonage Lesson Plan. Retrieved from. https://rgvprimarysourceguides.omeka.net/files/show/96
Format
The file format, physical medium, or dimensions of the resource
PDF
Language
A language of the resource
English
Identifier
An unambiguous reference to the resource within a given context
LessonPlan-Peonage-CerdaGonzalezCantu
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Raymondville, Texas
labor
labor rights
peonage
-
https://omeka.utrgv.edu/files/original/3190e34449f5bfebe2adc67ccd14601a.pdf
cea135f0a6e575e9b77f797c60d610e6
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
NC SCOS Essential Standards and Clarifying Objectives:
§113.14. Social Studies, Grade 3, Beginning with School Year 2011-2012.
(b) Knowledge and skills.
(2) History. The student understands common characteristics of communities, past and present. The student is expected to:
(B) identify ways in which people in the local community and other communities meet their needs for government, education, communication, transportation, and recreation;
ISTE STANDARDS:
(6) Creative Communicator
Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals. Students:
(c) communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models, or simulati
Objectives
SWBAT:
Identify ways in which people in the South Padre Island meet their needs for recreation in the past with teachers help.
Identify ways in which people in the South Padre Island meet their needs for recreation in the present with 85% of teachers help.
Engage and explore ways in which people in the South Padre Island meet their needs for recreation with the guidance of the teacher.
ISTE Objective:
Students will analyze complex ideas with the use of visual technology given with 85% of teachers help.
Materials
❖ ELMO
❖ Computers
❖ Posters
❖ Markers
❖ Newspapers
❖ Fishing Rod (hands on demonstration)
❖ Small Pool
❖ Magnet Fishing Set
❖ Journals
Lesson Plan Text
ABSTRACT
FOR QUALITATIVE (NATURALISTIC) STUDIES
What were the ways in which people in the South Padre Island met their recreational
needs in the 1900’s and the present? Students need to be able to locate and identify common recreational activities of their local communities in the past and the present. We will use this approach to activate students prior knowledge on the South Padre Island. By posing questions throughout the lesson students will have an active learning experience while the teacher will be the facilitator. This elementary lesson will be aligned to the 3rd grade social studies/history standards listed in the TEKS. We used South Padre Island newspapers that have been authenticated by UTRGV faculty. This lesson will be based on the South Padre Island which is part of the Rio Grande Valley region.
Keywords:
● Recreational
● Tide
● Coast
● Sail
● Scuba
● Lure
INTRODUCTION – WHAT & WHY?
Summary :
The purpose of this lesson is to help students identify common recreational activities of
their local communities in the past and the present. They will first learn about the history of the South Padre Island and the first community established there with Priest Padre Jose Nicolas Balli with resources from the University of Texas Rio Grande Valley library. Using the same resources, South Padre Island newspapers, students will read about recreational activities people took part in in the 1990’s and early 2000’s. Students will then research about recreational activities that exist today in the South Padre Island to be aware of all the places that their community has to offer. By learning about this students will be familiar with what has shaped and keeps shaping the daily lives of people in the ways they have fun.
Background :
The South Padre Island was first inhabited by native Karankawa Indians. In 1759 the
island was granted to Nicolas Balli by King Carlos 3 of Spain and later passed on to his grandson Padre Jose Nicolas Balli, which is who the island is named after. The priest shared with all the residents his teachings of Christianity and soon after the island was called “La Isla Padre” and “Isla de Santiago” by the reputation Balli had for helping everyone. Since then the Island is still know as “La Isla del Padre” or the “South Padre Island” where people keep creating traditions all involving fun things that you can do at the island.
Place- Based Pedagogy
The more meaningful something is to use the more we care about it and the more we are
going to remember it. This also happens with the way students learn which is why we are using a place-based pedagogy of education to teach them about history/social studies recreational activities. Place based-education is teaching students about any topic, in this case recreational activities while incorporating something or someplace they know about and that pertains to their community which is the South Padre Island for this lesson. When you are going to teach students of the way people in the past met their recreational needs I find it really hard for students to understand what snowboarding or skiing is or how it works when they have never been in contact with snow. However, if you ask students of the Rio Grande Valley who has gone to the beach at the South Padre Island is very likely that everybody will pick up their hand. This is because of where we are located in and how accessible it is to the public. No matter the grade level, all students will have stories about the things they have done while being at the island and that is what teachers have to take advantage of to make a lesson meaningful and successful.
This pedagogy is one of the most engaging because it gives all students the opportunity to
share what they know about the topic which is when their prior knowledge is activated since they have to think about all the times they have gone to the beach and the kind of activities they have done. Every students has the chance to be the star when they narrate their experiences to the class and while they contribute to the topic all the other students get an opportunity to acquire new knowledge about something they know and enjoy doing.
METHOD(s) – HOW & WHEN?
Methods
Name your lesson:
The South Padre Island
Grade level and population and subject:
This is a elementary lesson and can be taught after learning about local Native
Americans. It is aligned to the 3rd grade social studies/history standards listed in the TEKS. The population we are targeting are students residents of the Rio Grande Valley.
Procedure:
All the artifacts which include South Padre Island newspapers from August 1994 to
November 12 2003, are from the UTRGV library special collections. All this material has been authenticated by the UTRGV faculty.
5 Day Lesson Plan
Teacher: Anayanci Soto and Jyssania Gonzalez
Date: October 1, 2018
Subject: Social Studies
Grade Level: 3rd grade
Materials:
❖ ELMO
❖ Computers
❖ Posters
❖ Markers
❖ Newspapers
❖ Fishing Rod (hands on demonstration)
❖ Small Pool
❖ Magnet Fishing Set
❖ Journals
TEKS
NC SCOS Essential Standards and Clarifying Objectives:
§113.14. Social Studies, Grade 3, Beginning with School Year 2011-2012.
(b) Knowledge and skills.
(2) History. The student understands common characteristics of communities, past and present. The student is expected to:
(B) identify ways in which people in the local community and other communities
meet their needs for government, education, communication, transportation, and recreation;
ISTE STANDARDS:
(6) Creative Communicator
Students communicate clearly and express themselves creatively for a variety of purposes using the
platforms, tools, styles, formats and digital media appropriate to their goals. Students:
(c) communicate complex ideas clearly and effectively by creating or using a variety of
digital objects such as visualizations, models, or simulations.
Lesson objective(s):
SWBAT:
❖ 1.Identify ways in which people in the South Padre Island meet their needs for recreation in the past with teachers help.
❖ 2.Identify ways in which people in the South Padre Island meet their needs for recreation in the present with 85% of teachers help.
❖ 3.Engage and explore ways in which people in the South Padre Island meet their needs for recreation with the guidance of the teacher.
ISTE Objective:
1. Students will analyze complex ideas with the use of visual technology given with 85% of teachers help.
Differentiation strategies to meet diverse learner needs:
❖ In order to help English Language learners the teacher will use technology and model for students.
ENGAGEMENT- (Day 1)
On Monday the teacher will implement:
Objective 1: SWBAT- identify ways in which people in the South Padre Island meet their needs for
recreation in the past.
● The teacher will start the lesson by engaging students by asking them about their prior experiences
in South Padre Island.
● The teacher will ask the students:
○ Who has gone to South Padre Island?
○ When you go to South Padre Island, do you do fun activities? What fun activities do you
usually do at the beach?
● The students will talk about the activities they have done in the island.
● The teacher will then present a 2003 Newspaper, stating facts and a timeline of South Padre Island in the past. They will then read the History, and Recreational Activities section in order to give the student background information on South Padre Island.
● The teacher will read aloud the newspaper.
EXPLORATION- (Day 2)
On Tuesday the teacher will implement:
Objective 2: SWBAT Identify ways in which people in the South Padre Island meet their needs for recreation in the present.
ISTE Objective: Students will analyze complex ideas with the use of visual technology given with 85% of
teachers help.
● The teacher will begin her lesson by asking the students to review what was talked about on Monday. The teacher will go over the newspaper once again and read the History and Recreation activities the people would do in the past in South Padre Island.
● The teacher will then continue to mention some recreation activities that still happens in the present.
● The teacher will then explain the following research activity that the students will take part in to find recreation activities at South Padre Island present day.
Activity:
● The students will get in groups of four, and use the Internet with their parents permission. The students are to look up an recreation activity of their choice, and create a poster listing 3 reasons why we should visit that place, and a personal experience they've had in that place or that they've heard of. The students well then give a presentation on their posters to persuade the other students to visit that place in South Padre Island.
● The teacher will give an example of her poster:
● Example:
A fun recreation activity I like to do in South Padre Island is go to Schlitterbahn Waterpark.
1.It is a big fun park with a lot of slides, and activities.
2. You can go with your family and friends, enjoy the day, and eat there as well.
3. You can stay the night in the Schlitterbahn Hotels.
● After the students are done researching they will present their posters to the rest of the class, then all students will vote to see what activity they would like to do on Fridays field trip to the South Padre Island.
Students choices:
● Dolphin Watch
● Fishing
● Sand games
● Sports
● Look for shells
(The students final vote was Fishing)
The teacher will hand out permission slips for a class Field Trip/ Bay Fishing Trip to South Padre Island on Friday. Students must turn in their permission slips no later than Thursday. We will make sure that the boat, has all accommodations and that follows the Federal Laws of Section 504.
EXPLANATION- (Day 3)
On Wednesday the teacher will implement:
Objective 2: SWBAT Identify ways in which people in the South Padre Island meet their needs for
recreation in the present.
● The teacher will start the lesson by reviewing the 2003 newspaper that the class went over on Monday and Tuesday.
● While reviewing Tuesdays activity, the teacher will remind students about the activity they have chosen to do on the field trip, which is Fishing.
● The teacher will have a parent with experience on fishing come in to show the students about techniques and safety procedures when fishing..
● The students will watch a video to see a visual example of how to fish.
● Video: https://www.youtube.com/watch?v=mKXwjRXEhbg
● The visitor well then demonstrate to the children how to use a fishing rod.
Mini-Lesson:
● The teacher will give the students a mini-lesson on different types of fishing. For example deep sea fishing and bay fishing.
● In Bay fishing the water is calmer, and you are in between two lands. It is not the ocean, in South Padre Island, Bay fishing is at Port Isabel.
● Deep Sea Fishing is in ocean water, the motion of the water depends on the tides of the day.
● The teacher will show the students some Guidelines of fishing in South Padre Island:
https://www.sopadre.com/complete-spi-fishing-guide/
● The students will experience Bay Fishing on their field trip.
● The teacher will pass out exit tickets, and ask the students to name 3 things they learned that day.
ELABORATION- (Day 4)
On Thursday the teacher will implement:
Objective 2: SWBAT Identify ways in which people in the South Padre Island meet their needs for
recreation in the present.
● The teacher will begin Day 4, by reviewing with the students what they've learned during the week.
● The teacher will go over the History of South Padre Island, and the recreational events they used to do in the past.
● The teacher will then ask the students to Think, Pair, Share and write down 2 safety rules that are very important to remember when fishing.
● The teacher will demonstrate the fishing video one more time, and go over the guidelines, rules, and techniques and how to fish.
● Video: https://www.youtube.com/watch?v=mKXwjRXEhbg
● Guidelines: https://www.sopadre.com/complete-spi-fishing-guide/
Activity:
● After they watch the video the teacher will take the class outside for a fishing activity.
● The students will put their fishing skills to practice by participating in 4 different centers of
hands-on activities.
● The students will make groups of 6.
○ 1st center: Students will be provided with a fishing rod which they will use to practice the
safety procedures of fishing by going through the motions of how to hold, and throw a
fishing rod safely without hurting others or themselves.
○ 2nd center: The students will learn how to put bait on a fishing hook, and remember that an adult must be with them at all times.
○ 3rd center: The students will practice their fishing skills by actually fishing in a small pool
with magnetic toy fishes.
○ 4th center: is the same as the third center!
(Students must have turned in permission slips for the 3rd Grade Bay Fishing Field Trip)
EVALUATION- (Day 5)
On Friday the teacher will implement:
Objective 3: SWBAT Engage in ways in which people in the South Padre Island meet their needs for
recreation.
● The teacher will go over the rules and safety guidelines that must be followed in the Fishing Trip in
South Padre Island.
● The teacher will instruct all students about staying together or with a partner on the boat, and being supervised by a teacher or a parent volunteer at all times.
● The students will participate on the recreational activity, fishing, and implement all they’ve learn throughout the week while having fun.
● The teacher will evaluate the students engagement and their ability to following rules and fishing strategies.
On Monday:
● The students will be tested over the History of South Padre Island, recreational events, and fishing by a multiple choice test.
Assessments
Multiple Choice Questions (10 questions)
1. Who established the first settlement on the island?
a. Priest Padre Jose Nicolas Balli
b. Donald Trump
c. Christopher Columbus
d. Hernan Cortes
2. What year was this land granted by King Charles IV of Spain?
a. 1804
b. 1605
c. 2018
d. 2001
3. Which is the best answer for the definition of recreational?
a. Activity done for enjoyment
b. A duty from school
c. Creating something again
d. A summer camp
4. What is the difference between deep sea fishing and bay fishing?
a. Deep sea you are underwater, bay fishing is on land
b. Deep sea fishing is in the ocean, and bay fishing is between lands
c. Bay fishing is in the ocean, and deep sea fishing is on land
d. Bay fishing is in the ocean, and deep sea fishing is between lands
5. How would you use a fishing rod?
a. You will throw it without looking around you
b. Grab a the fishing rod with both hands, and follow all safety procedures
c. Grab it with one hand
d. Answers A and C
6. What would result if you were not safe while performing a recreational activity in
the water?
a. You could have an accident
b. You will have fun
c. You will float
d. All the above
7. What is the function of lure when fishing?
a. Snack for students
b. To make the fishing rod look pretty
c. To attract the fish
d. To weight done the fishing line
8. How is horse riding related to recreational activities?
a. It is a fun activity you can do on your free time
b. Horses eat grass
c. You can take pictures when riding a horse
d. Horses can be in competitions
9. What would happen if there were no tides?
a. Fish that live around the coastal areas will die
b. The climate will get better
c. The waves will get bigger
d. All of the above
10. What is the theme in this pictures?
a. Recreational activities you can do at the beach outdoor
b. Recreational activities you can do at the mountains
c. Recreational activities to do at the beach indoor
d. Free activities to do at the beach
REFERENCES / CITATIONS
Google Images
South Padre Parade (August 1994 to November 12, 2003). University Library, Special
Collections and University Archives, University of Texas Rio Grande Valley, Edinburg,
Texas. F394.P6 S68
Websites:
● https://www.sopadre.com/complete-spi-fishing-guide/
● https://www.youtube.com/watch?v=mKXwjRXEhbg
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
South Padre Island Lesson Plan
Subject
The topic of the resource
South Padre Island (Tex. : Island)
Ballí, José Nicolás, -1829
Charles III, King of Spain, 1716-1788
Tourism
Recreation
Description
An account of the resource
The South Padre Island was first inhabited by native Karankawa Indians. In 1759 the island was granted to Nicolas Balli by King Carlos III of Spain and later passed on to his grandson Padre Jose Nicolas Balli, which is who the island is named after. The priest shared with all the residents his teachings of Christianity and soon after the island was called “La Isla Padre” and “Isla de Santiago” by the reputation Balli had for helping everyone. Since then the Island is still know as “La Isla del Padre” or the “South Padre Island” where people keep creating traditions all involving fun things that you can do at the island.
Creator
An entity primarily responsible for making the resource
Anayanci Soto
Jyssania Gonzalez
Source
A related resource from which the described resource is derived
UTRGV College of Education
EDCI3335-31
Spring 2019
Publisher
An entity responsible for making the resource available
University of Texas Rio Grande Valley Special Collections and Archives
Date
A point or period of time associated with an event in the lifecycle of the resource
1759
1994
2003
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
Soto, Anayanci, and Gonzalez, Jyssania. (2019). Lesson Plan for South Padre Island. Retrieved from. https://rgvprimarysourceguides.omeka.net/items/show/103
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-SouthPadreIsland-SotoGonzalez
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
South Padre Island, Texas
Balli
primary source
south padre island
-
https://omeka.utrgv.edu/files/original/2439a3b46be9ed25b8c7afd428afead3.pdf
92cd774b8201b4dd99e87a727d3b4835
Lesson Plan
A resource that gives a detailed description of a course of instruction.
Duration
Length of time involved (seconds, minutes, hours, days, class periods, etc.)
5 days
Standards
§113.15. Social Studies, Grade 4, Beginning with School Year 2011-2012.
(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;
Objectives
The students will learn about the economic activities in Texas.
The students will learn about the birds that migrate to the Rio Grande valley.
The students will learn about the foods that the birds eat.
The students will learn about the habitats that the birds create to survive.
Materials
-Anchor Video
-Map
-Markers
-Migrating Bird Pictures
-Pen/Pencil
-Paper
-Exit Ticket
Lesson Plan Text
Abstract
The resolution for this lesson is for the students to understand the economic impacts of the Rio Grande Valley. To gain the interest of the students, in this lesson the teacher will be using the topic of birds and the things that concern them to help the students develop knowledge on economics. The students will also be able to see how migration impacts the growth of Texas both in a positive and negative way. Because limited resources have a significant impact on the economic development of Texas, the students will also have an opportunity to see how those such resources have an impact in their hometown. Students will be able to see what it is like to go into a store and manage the money they have been given to buy the products they wish to have. Overall, the students will be pleasantly learning about economics and the impacts that come along with it.
Introduction
In this lesson, the students will be excited to talk about the economy of the Rio Grande Valley. To ensure that the students remain enthusiastic throughout the week long lesson, I will use both birds that migrate to the Rio Grande Valley and those that are native to the Rio Grande Valley as the main focal points of the lesson. By having the students look back to the topic of birds, they will unconsciously be learning about the economic development of the Rio Grande Valley at the same time. The lesson consists of great hands on activities which will keep the students engaged and ready to learn the information being provided. The lesson will flow nicely to certify the best learning outcomes for the students.
Rubric
To assess the understanding and performance of the students, I will be using the rubric provided below. “Organization” this will assess the student’s ability to organize their information as well as their thoughts. “Creativity” this portion will assess how well the students are able to create things using the materials provided and how well the finishing products looks. “Application” is used to assess how well the students can apply what they learned to complete the assignment and apply it to their daily life. Lastly, “Cooperation” will assess how much the students participate in the lesson throughout the week.
5 4 3 2 1 0
Organization
Student was able to organize all research information and record it on paper.
Student was able to organize most of the research information and record it on paper.
Student was able to organize some of the research information and record it on paper.
Student struggled but was able to organize a fair amount of research information and record it on paper with help from others.
Student struggled but was still able to organize a small amount of research information and record it on paper with help from others.
Student was unable to organize research information, even with assistance from others.
Creativity
Student created something original which represented unique ideas but is aesthetically pleasing.
Student created something original which represented common ideas but is aesthetically pleasing.
Student created something original which represented common ideas and is somewhat aesthetically pleasing.
Student struggled to create something original which represented similar ideas to others and is somewhat aesthetically pleasing.
Student struggled to create work, but what was created was aesthetically pleasing.
Student was unable to create anything.
Application
Student was able to apply all the information they learned from the week and it was accurate.
Student was able to apply all the information they learned from the week, but it wasn’t always accurate.
Student was able to apply some information they learned from the week, but it wasn’t always accurate.
Student was able to apply some information they learned from the week, but it wasn’t accurate at all.
Student was not able to apply any information learned from the week but did create some work although it wasn’t related.
Student was not able to apply any information learned from the week and did not create any work.
Cooperation
Student was willing to fully cooperate and complete all work asked of them.
Student was willing to fully cooperate but only completed some work asked of them.
Student was willing to somewhat cooperate and complete some work asked of them.
Student was willing to somewhat cooperate but needed assistance to complete some work asked of them.
Student was not willing to fully cooperate and struggled to complete any work asked of them.
Student was not willing to fully cooperate and did not complete all work asked of them.
Teacher: Ms. Zepeda
Lesson 1: Migrating to The Rio Grande Valley
Subject / grade level: Social Studies/ 4th grade
Materials: Anchor Video, Map, Markers, Migrating Bird Pictures, Pen/Pencil, Paper, Exit Ticket
TEKS:
§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;
Lesson objective(s):
The students will learn about the economic activities in Texas.
The students will learn about the birds that migrate to the Rio Grande valley.
The students will learn about the foods that the birds eat.
The students will learn about the habitats that the birds create to survive.
Differentiation strategies to meet diverse learner needs:
There will be pictures on the board dealing with the task at hand.
Video shown will contain captions.
Students who are ELL’s and SPED will be in a group with regular education students.
Expectations will be written on the board.
ENGAGEMENT
• The teacher will show the anchor video provided.
• After the video has finished the teacher will ask “How many of you know what a Winter Texan is?”
• The teacher will then explain how Winter Texans are related to birds in the sense that both migrate.
EXPLORATION
• The students will be given a map of North America. The students will follow along with the teacher to complete the map.
• The teacher will draw out the route that each bird takes to reach the Rio Grande Valley.
• The teacher will explain how the winter Texans bring money into the valley while they are here.
EXPLANATION
• The students will explain why they think that the Rio Grande Valley benefits from having winter Texans stay here in the winter.
ELABORATION
• The teacher will ask the students if they have ever seen any of the birds that have been mentioned in the teaching.
• The teacher will go over and reinforce the vocabulary words that were introduced in the lesson.
EVALUATION
• The students will fill out an exit ticket.
• The exit ticket will ask “How are winter Texans and birds alike? Why are they important?”
Teacher: Ms. Zepeda
Lesson 2: Valley Hatched
Subject / grade level: Social Studies/ 4th grade
Materials: Brown Paper Bag, Glue, Bird Cutouts, Colors, Markers, Pencil, Two Roses and A Thorn Worksheet, Bird Pictures, Fun Facts Worksheet, Foldable, Quinta Mazatlán Pictures
TEKS:
§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;
Lesson objective(s):
The students will learn about the economic activities in Texas.
The students will learn about the birds that migrate to the Rio Grande valley.
The students will learn about the foods that the birds eat.
The students will learn about the habitats that the birds create to survive.
Differentiation strategies to meet diverse learner needs:
There will be pictures on the board dealing with the task at hand.
Video shown will contain captions.
Students who are ELL’s and SPED will be in a group with regular education students.
Expectations will be written on the board.
ENGAGEMENT
• The teacher will ask the class what type of birds they see year round.
• The students will be asked about the characteristics of the birds.
• The teacher will show the students pictures of birds that are native to the Rio Grande Valley, and allow them to guess the names.
EXPLORATION
• The students will be designing a replica of their favorite bird native to the Rio Grande Valley using popsicle sticks, glue, colors/markers, and feathers.
• Students will get some papers with fun facts about different birds, they will glue the fun facts corresponding to the bird they created on the back.
EXPLANATION
• The teacher will ask the students for their reasoning behind the bird they chose to create.
• The teacher will introduce the students to the Quinta Mazatlán Birding Center and its history.
ELABORATION
• The students will be given a foldable and with the help of the teacher will create a timeline dealing with the Quinta Mazatlán.
• The students will be asked to go home and see how many birds they can count of a specific species.
EVALUATION
• The students will fill out the “Two Roses and A Thorn” paper. In that paper, the students will write down a concept that they enjoyed or learned inside each rose and write down a concept they did not like or did not understand outside the thorn.
Teacher: Ms. Zepeda
Lesson 3: Eat Up
Subject / grade level: Social Studies/ 4th grade
Materials: Bird Food Samples, Paper with Priced Bird Food, Pipe Cleaners, Yarn, Cheerios, 3-2-1 Countdown Worksheet
TEKS:
§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;
Lesson objective(s):
The students will learn about the economic activities in Texas.
The students will learn about the birds that migrate to the Rio Grande valley.
The students will learn about the foods that the birds eat.
The students will learn about the habitats that the birds create to survive.
Differentiation strategies to meet diverse learner needs:
There will be pictures on the board dealing with the task at hand.
Video shown will contain captions.
Students who are ELL’s and SPED will be in a group with regular education students.
Expectations will be written on the board.
ENGAGEMENT
• The teacher will ask the students what they believe birds eat and why they believe so.
• The teacher will ask the students how much money their family spends on food a week.
• The teacher will bring samples of the several types of foods that both birds which are from and migrate to the valley eat.
• The teacher will allow the students to see and touch the sample foods.
EXPLORATION
• The teacher will assist the students in creating a bird feeder using pipe cleaners, cheerios and yarn.
• The teacher will pass out a paper which contains different bird foods and their prices.
• Students will be asked to choose a bird food for the bird they created the day prior.
EXPLANATION
• The teacher will ask the students what they can conclude about bird food prices.
• The teacher will ask whether the students believe that buying bird food help the economy of the Rio Grande Valley.
ELABORATION
• As a class, the students will calculate how much money they spend at the store buying daily items verses adding bird food items to their grocery list.
• Students will go over the vocabulary used during the lesson. (Merchandise, economy)
• The teacher will inform the students how buying things at stores help the economic growth in the Rio Grande Valley.
EVALUATION
• Students will fill out the 3-2-1 Countdown Worksheet. They will write down 3 things they did not know prior to the lesson, 2 things they learned, and 1 thing they want to start doing with the knowledge they learned.
Teacher: Ms. Zepeda
Lesson 4: This Is My Home
Subject / grade level: Social Studies/ 4th grade
Materials: Book “Amelia Bedelia Is for the Birds”, Four Corners Worksheet, Deforestation Paper, Foam Cups, Cone Paper Cutouts, Store Paper,
TEKS:
§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;
Lesson objective(s):
The students will learn about the economic activities in Texas.
The students will learn about the birds that migrate to the Rio Grande valley.
The students will learn about the foods that the birds eat.
The students will learn about the habitats that the birds create to survive.
Differentiation strategies to meet diverse learner needs:
There will be pictures on the board dealing with the task at hand.
Video shown will contain captions.
Students who are ELL’s and SPED will be in a group with regular education students.
Expectations will be written on the board.
ENGAGEMENT
• The teacher will read the book “Amelia Bedelia Is for the Birds”.
• The teacher will ask the students why they believe that the birds built their nest on the slide instead of the tree.
EXPLORATION
• Teacher will explain to the students a picture of deforestation and what it means for the bird’s habitat.
• The teacher will assist the students in creating a bird house.
EXPLANATION
• Students will be asked why they believe making bird house’s helps the economy.
• Students will be asked if they believe the birds nesting materials are limited resources.
• Students will be asked to justify their answers.
• Students will be informed that land is a limited resource because there is only a certain amount, and it cannot be grown.
ELABORATION
• The students will be given the “Store Paper”.
• The students will be given an amount of money they are able to spend at the store, they will be asked what type of bird house they believe they can build with the money provided.
• The teacher will explain why they were able to buy what they chose.
• Students will be asked to count how many bird house’s they can spot out of school.
• Students will be reintroduced to the vocabulary words (deforestation, limited resources).
EVALUATION
• The students will play four corners (the teacher will ask 3 multiple choice questions and the students will go to the corner of the room that they believe corresponds with the correct answer).
• The teacher will look to the “Four corners” worksheet for the questions and answers.
Teacher: Ms. Zepeda
Lesson 5: Celebrate for A Cause
Subject / grade level: Social Studies/ 4th grade
Materials: Paper Money, Snacks, YouTube Video, Exit Ticket
TEKS:
§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;
Lesson objective(s):
The students will learn about the economic activities in Texas.
The students will learn about the birds that migrate to the Rio Grande valley.
The students will learn about the foods that the birds eat.
The students will learn about the habitats that the birds create to survive.
Differentiation strategies to meet diverse learner needs:
There will be pictures on the board dealing with the task at hand.
Video shown will contain captions.
Students who are ELL’s and SPED will be in a group with regular education students.
Expectations will be written on the board.
ENGAGEMENT
• The teacher will ask the students if they know what a birding festival is, and if they have ever been to one.
• The teacher will show the Belize Birding Festival 2018 video from YouTube.
EXPLORATION
• The teacher will set up different stations using the student’s desk.
• The students will be given paper money and will be asked to buy goods from the different stations using the money.
EXPLANATION
• Students will be asked how they decided to choose what to buy.
• Students will be asked if they have ever handled money before.
• Students will be asked if they are confident handling money in the real world and why.
• Students will be told why prices of products increase or decrease.
ELABORATION
• Students will better understand economics because they have now experienced it firsthand.
• Students will understand how they use money in their everyday life.
EVALUATION
• Students will fill out an exit ticket.
Assessment ADD TWO ANSWERS
1. Limited resources are. (BT1)
2. Define economy. (BT1)
3. One reason that the economy is. (BT2)
4. Match the following. (BT2)
Good Economy High Prices
Bad Economy Regular Prices
5. Which is an example of what helps the economy grow in Texas. (BT3)
6. Limited resources are important because. (BT3)
7. One way to create a good economy in Texas is. (BT4)
8. Would you classify OIL as a limited resource? (BT4)
9. Predict what would happen if there is no more gas? (BT5)
10. In your opinion, do you believe that the people of the Rio Grande Valley should take care of their resources? Why or Why not? (BT6)
Artifacts
Plain Chachalaca Red Crowned-Parrot Buff-bellied Hummingbird Green Jay Altamira Oriole
References
Parish, H., & Avril, L. (2015). Amelia Bedelia is for the birds. New York: Greenwillow Books.
History. (n.d.). Retrieved February 14, 2019, from http://www.quintamazatlan.com/about/history.aspx
Brush, T. (2005). Nesting birds of a tropical frontier the Lower Rio Grande Valley of Texas. College Station: Texas A & M University Press.
Bautch, K. A. (2004). Historic and current forage area locations and food abundance in relation to nesting sites for white-winged doves in the Lower Rio Grande Valley of Texas. LRGV QL696.C63 B28 2004a (Located at the LRGV Collection, University Library, Special Collections and University Archives, University of Texas Rio Grande Valley, Edinburg, TX.)
GoBelizing. (2018, November 13). Belize Birding Festival 2018. Retrieved from https://www.youtube.com/watch?v=HBD4MK53cqY
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
Birding Lesson Plan
Subject
The topic of the resource
Bird watching
Wildlife conservation
Birding sites
Ecotourism
Migratory birds
Economics
Description
An account of the resource
The resolution for this lesson is for the students to understand the economic impacts tourism of the Rio Grande Valley. To gain the interest of the students, the teacher will be using the topic of birds and the things that concern them to help the students develop knowledge on economics.
The students will also be able to see how migration impacts the growth of Texas both in a positive and negative way. Because limited resources have a significant impact on the economic development of Texas, the students will also have an opportunity to see how those such resources have an impact in their hometown.
Students will be able to see what it is like to go into a store and manage the money they have been given to buy the products they wish to have. Overall, the students will be pleasantly learning about economics and the impacts that come along with it.
Grade 4
Creator
An entity primarily responsible for making the resource
Angela M. Zepeda
Source
A related resource from which the described resource is derived
UTRGV College of Education
EDCI3335.34
Spring 2019
Publisher
An entity responsible for making the resource available
University of Texas Rio Grande Valley Special Collections and University Archives
Contributor
An entity responsible for making contributions to the resource
University of Texas Rio Grande Valley
UTRGV College of Education
Stephanie Anckle
Rights
Information about rights held in and over the resource
Zepeda, Angela M. (2019). Lesson Plan for Birding. Retrieved from https://rgvprimarysourceguides.omeka.net/items/show/105
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-Birding-Zepeda
birding
economy
ecotourism
migration
migratory birds
primary source
-
https://omeka.utrgv.edu/files/original/c005fdd93deae70d0065a5270874d4b8.jpg
afcd155a7805fc02553c23adde39722e
https://omeka.utrgv.edu/files/original/f18dd9e97854ce3186a137e6ca5628de.tif
2ac39d27e8ff1b82b75030e345efe15b
https://omeka.utrgv.edu/files/original/f5429070631385d3f067f14b90cd5ba0.tif
72c6ed56ea4cd6d55a741a22ae64ee11
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Citrus Industry
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Deep in the Heart of Texas, Ann Sees 'Red'-and Learns How Sweet It Is!
Subject
The topic of the resource
Citrus
Citrus Industry
Agriculture
Description
An account of the resource
An article about the citrus industry in the Rio Grande Valley. The author explains her agenda coming to the valley and learning about the citrus industry.
Creator
An entity primarily responsible for making the resource
Ann Kaiser
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
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
CitrusIndustry-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
Date
A point or period of time associated with an event in the lifecycle of the resource
1987-04
Rights
Information about rights held in and over the resource
John H. Shary Collection; article about the growth of the citrus industry in the Rio Grande Valley, January 1987. ELIBR0002, Box 243, Folder 28, "Deep in the heart of Texas, Ann sees 'Red' and learns how sweet it is," 1987. 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/225#tree::archival_object_67547">John H. Shary</a>
primary source
-
https://omeka.utrgv.edu/files/original/f6e44bdbf95022e97e7cc0c56ea4885c.pdf
da311bc0c27b346001e86ea6ef08f7a7
Lesson Plan
A resource that gives a detailed description of a course of instruction.
Duration
Length of time involved (seconds, minutes, hours, days, class periods, etc.)
7 days
Standards
§113.13. Social Studies, Grade 2, Beginning with School Year 2011-2012.
(b) Knowledge and skills.
(1) History. The student understands the historical significance of landmarks and celebrations in the community, state, and nation. The student is expected to:
(A) explain the significance of various community, state, and national celebrations such as Veterans Day, Memorial Day, Independence Day, and Thanksgiving;
§110.4. English Language Arts and Reading, Grade 2, Adopted 2017.
(b) Knowledge and skills.
(1) Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language. The student develops oral language through listening, speaking, and discussion. The student is expected to:
(A) listen actively, ask relevant questions to clarify information, and answer questions using multi-word responses;
Objectives
The student will be able to comprehend the significance of the patriotic holiday Veterans Day, nationwide and in their community.
The student will be able to explain the importance of Veterans Day in the nation and in their community.
Materials
● Introductory video
● 4-square vocabulary worksheet
● Journal
● Writing utensil
● Blank paper
● markers/ crayons/ colored pencils
Lesson Plan Text
Abstract
The purpose of this lesson is to educate the students about patriotic holidays in the United States such as, Veteran’s Day and Memorial Day and incorporating historical events like 9/11. The lesson plans focus on a variety of material that will help students understand the importance of
Veteran’s Day and how it has affected their home in the Rio Grande Valley (RGV). It starts by introducing the history of Veteran’s Day as it was established in November 11, 1947 in the state of Alabama, followed by explaining the reasoning behind the holiday (Veterans Day National Committee, 2006). It further explains important figures of the Rio Grande Valley, like Freddy Gonzalez’ life in his memorial book “When The River Dreams” (Flores, 2006). We will focus on answering the following questions, Who is a veteran?, What is Veterans Day?, When is Veterans Day?, Where is Veterans Day?, Why Veterans Day is celebrated?, and how Veterans day is relatable to the students’ lives?
Patriotic Holidays: Veterans Day
The lesson plans that are documented on this paper are based on Veterans Day, as well as important people, events, and holidays that will enhance students’ comprehension on the topic. We decided to incorporate the history of Veterans Day and how it came about, as well as what it is since it is important that students become more conscious of the respect and honor that veterans shall be granted for their service. Furthermore, we will explain on a different lesson the types of military and ranking of the armed forces to educate students on the specifications the soldiers perform, depending on their different services. In addition, the students will have the opportunity to compare Memorial Day to Veterans Day since they are related, yet not the same. Plus, the students will be given the opportunity to learn and study about a local hero from the RGV, Freddy Gonzalez, to improve relevance and sentiment towards their community. Also, the students will be exposed to the 9/11 attacks, in order for them to understand the motives and reasons of civil servants going to duty, in the most recent years, as well as giving them the opportunity to find possible relatives in line of duty.Finally, students will commemorate the veterans by writing them a letter expressing their gratitude towards their service and the respect they deserve.
In accordance to the base of our lessons, teaching our students about Veterans Day and incorporating relevance to the students’ community, we based our pedagogy on Vygotsky’s theory (1934). Vygotsky’s study emphasized the strong relationship between cognitive development and interaction with the environment. Specifically, community and the significance it creates across learning (McLeod, 2018).
Lesson 1 - Introduction to Veterans Day
Your name: Date and Time of Lesson:
Ana Flores, Jacklynn Kiefer, Amanda Vega March 5, 2019 (55 minutes)
Grade Level: Number of Students:
2nd grade n/a
Assessment (formal and/or informal):
The teacher will assess students informally by walking around the classroom, asking basic questions of said holiday, Veterans Day, testing prior knowledge before beginning the lesson, during the lesson, and after the lesson.
Standards:
§113.13. Social Studies, Grade 2, Beginning with School Year 2011-2012.
(b) Knowledge and skills.
(1) History. The student understands the historical significance of landmarks and celebrations in the community, state, and nation. The student is expected to:
(A) explain the significance of various community, state, and national celebrations such as Veterans Day, Memorial Day, Independence Day, and Thanksgiving;
Standards:
§110.4. English Language Arts and Reading, Grade 2, Adopted 2017.
(b) Knowledge and skills.
(1) Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language. The student develops oral language through listening, speaking, and discussion. The student is expected to:
(A) listen actively, ask relevant questions to clarify information, and answer questions using multi-word responses;
Objectives:
1. The student will be able to comprehend the significance of the patriotic holiday Veterans Day, nationwide and in their community.
2. The student will be able to explain the importance of Veterans Day in the nation and in their community.
Strategies for English Language Learners and Learners with Special Needs
● ELL students will be grouped with bilingual students
● SPED students will be grouped with General Ed students in the regular classroom
● Teacher assistance around the classroom
● “Word wall” vocabulary words translations
● Teacher must be prepared with helpful visuals (images, graphic organizers, etc.)
Materials and Resources
● Introductory video
● 4-square vocabulary worksheet
● Journal
● Writing utensil
● Blank paper
● markers/ crayons/ colored pencils
Instructional Sequence (instructional strategies and learning tasks)
○ The purpose of this lesson is for students to learn about one of the most important and celebrated patriotic holidays in the country. The students will be able to learn the origin, purpose, and basic knowledge of Veterans Day.
● Accessing prior knowledge (5 minutes)
○ The class will engage in a discussion on their current knowledge about Veterans Day, prior to the beginning of the lesson.
● Introduce 2-minute video to class (made by teachers)
■ Questions and topics that will be discussed:
● Who Veterans Day celebrates?
● What Veterans Day is?
● When is Veterans Day celebrated?
● Where Veterans Day is celebrated?
● Why/how Veterans Day is celebrated?
● Teacher modeling (15 minutes)
The teacher will introduce new vocabulary words that will be mentioned throughout the lesson in relation to Veterans Day. Along with the students, the teacher will work on a 4-corner activity for each of the vocabulary words.
Vocabulary: veteran, honor, soldier
Vocabulary Word Definition
Sentence Picture
● Guided practice (15 minutes)
Once the vocabulary has been covered along with the class, the teacher will work on the 5 Ws of Veterans Day (who, what, when, where, why/how). The students will write these important key points in their journals.
● Practice (independent, partner, group) (15 minutes)
Independent: The students will be given 10 minutes write out a short story about a veteran. The students will use their imagination, creativity, and what they’ve learned about veterans, to write the short story the best way they can.
Group: Within their groups, the students will exchange short stories amongst each other, and try to interpret the stories they’ve read through drawings.
● Closure (5 minutes)
The students will be assigned an exit ticket to turn in at the end of class, by writing out 2-3 facts they learned about Veterans day.
Lesson 2 - U.S.Veterans (Armed Forces)
Your name: Date and Time of Lesson:
Ana Flores, Jacklynn Kiefer, Amanda Vega March 6, 2019 (55 minutes)
Grade Level: Number of Students:
2nd grade n/a
Standards:
§113.13. Social Studies, Grade 2, Beginning with School Year 2011-2012.
(b) Knowledge and skills.
(13) Citizenship. The student understands characteristics of good citizenship as exemplified by historical figures and other individuals. The student is expected to:
(A) identify characteristics of good citizenship, including truthfulness, justice, equality, respect for oneself and others, responsibility in daily life, and participation in government by educating oneself about the issues, respectfully holding public officials to their word, and voting;
Standards:
§110.4. English Language Arts and Reading, Grade 2, Adopted 2017.
(b) Knowledge and skills.
(1) Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language. The student develops oral language through listening, speaking, and discussion. The student is expected to:
(A) listen actively, ask relevant questions to clarify information, and answer questions using multi-word responses;
Objectives:
1. The student will be able to understand the characteristics of being a good citizen, such as responsibilities of serving the country.
2. The student will be able to understand the characteristics of being a good citizen, such as participation in government and education of the armed forces of the United States.
Strategies for English Language Learners and Learners with Special Needs
● ELL students will be grouped with bilingual students
● SPED students will be grouped with General Ed students in the regular classroom
● Teacher assistance around the classroom
● “Word wall” vocabulary words translations
● Teacher must be prepared with helpful visuals (images, graphic organizers, etc.)
Materials and Resources
● Writing utensil
● Journal
● Soldier cut-outs
● Markers/ crayons/ colored pencils
Assessment (formal and/or informal):
The students will be assessed informally along their mini presentation at the end of the lesson. The teacher will walk around and observe what the students share about what they have learned.
Instructional Sequence (instructional strategies and learning tasks)
○ The purpose of this lesson is for students to learn about the responsibilities of a U.S. citizen, as well as educating them about the different armed forces in the United States, that classify members as Veterans.
● Accessing prior knowledge (5 minutes)
1. Students will reflect on what they learned the day prior about Veterans day, and what they can recall from the introductory video in regard to the armed forces of the United States.
■ Questions and topics that will be discussed:
● Air Force
● Army
● Coast Guard
● U.S. Marine Corps
● Navy
○ Teacher will discuss the responsibilities of each and similarities that make members of each armed force, veterans.
● Teacher modeling (15 minutes)
The teacher will model each of the armed forces with cut-outs of each member, and give a brief explanation of the responsibilities, and what makes them different from one another.
● Guided practice (10 minutes)
Along with the students, the teacher will work on finding similarities amongst the five different services, finding what makes them all veterans.
● Practice (independent, partner, group) (20 minutes) Independent: The students will be given cut-out soldiers, with an assigned type of force. Students will be instructed to color their soldiers, write out in what they serve, and one fact they learned about their specified service.
● Closure (5 minutes): The students will be instructed to present their soldiers within their group. This way, the students will close off the lesson by learning what their peers learned, as well as having each student share their comprehension of the lesson during their mini presentation.
Lesson 3 – What is Memorial Day?
Name: Date and Time of Lesson:
Ana Flores, Amanda Vega, and Jacklynn Kiefer March 6, 2019 (45 min)
Grade Level: Students:
2nd grade n/a
Assessment (formal and/or informal):
The teacher will make informal assessment on the students as she gets them involved in the class discussions. Plus, she will monitor students’ work as well as answer any questions they have throughout.
Standards:
§113.13. Social Studies, Grade 2, Beginning with School Year 2011-2012.
(1) History. The student understands the historical significance of landmarks and celebrations in the community, state, and nation. The student is expected to:
(A) explain the significance of various community, state, and national celebrations such as Veterans Day, Memorial Day, Independence Day, and Thanksgiving; and
§110.4. English Language Arts and Reading, Grade 2, Adopted 2017.
(13) Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes. The student is expected to:
(E) demonstrate understanding of information gathered;
Objectives:
1. The student will be able to compare information taught about Veterans Day with new information about Memorial Day through a Venn diagram.
2. The student will apply Memorial Day information from the video by decorating a grave of a fallen soldier and include 3 important facts.
Strategies for ELL students and Special Needs students:
For ELL students and students with special needs, there will be visuals for them to guide themselves through the activities by showing a model of the end product. The video shown will be discussed as a class for further comprehension. Consistent monitoring of the teacher will be available.
Materials and Resources:
Video on Memorial Day facts: https://www.youtube.com/watch?v=xWn2RPr-GhE
Venn diagram
Grave decorating activity
Projector
Pencil
Color pencils
Butcher paper
Social Studies Journal
Blank paper
Instructional Sequence (strategies and learning tasks):
Purpose: The purpose for this lesson is for students to understand the differences between Veterans Day and Memorial Day since these two holidays celebrate similar things. Students will be able to know the importance of remembering not only the living soldiers, but also the ones who died defending their country.
Accessing Prior Knowledge (5 min): students will be engaged in a class discussion involving what they learned about Veterans Day, days prior. This is to get the students thinking about the differences that exist between these two holidays. The teacher will focus on answering the following questions: What day is Veterans Day celebrated on? Who is remembered on Veterans Day? and Who is a Veteran?
Teacher Modeling (5 min): After the class discussion, students will watch a video containing the facts about Memorial Day. It discusses issues like why it came about, when is it celebrated, and what events occur during this day. (https://www.youtube.com/watch?v=xWn2RPr-GhE). After they finish watching the video, students will engage in a class discussion about what they learned from the video. As a class, they will start coming up with similarities and differences between the holiday that was taught a couple of days prior (Veterans Day), and the one taught today.
Guided Practice (10 min): With the video in mind, the teacher will work together with the students to create a Venn Diagram that will represent what similarities and differences Veterans Day and Memorial Day have. This will be done through a butcher paper pasted on the board so all the students can see. After the Venn Diagram is finished, the students will copy the end result on their social studies journal for future reference.
The focus points will be: the different days in which they are celebrated, the people who the holidays remember (the living, deceased, or both soldiers), how the holidays were brought up, and what events occur during the day in which it is celebrated.
(information for the above sections was retrieved from: Teachers resource guide honoring all who served, 2006).
Independent Practice (20 min): For the independent practice, students will be given a grave in which they must decorate for a fallen soldier of the Armed Forces. This will relate to how Memorial Day was first known as “Decoration Day” with the intent of decorating the graves of those soldiers who sacrificed their lives in battle as well as remembering them. Then, the students will choose 3 different facts about Memorial Day that they learned throughout the lesson, and they will incorporate them in the center of the grave they will decorate. The intent for this is that students fully understand that Veterans Day and Memorial Day are two separate holidays, that even though they are familiar, they still have several differences.
Closure (5 min): To close the lesson, students will create an “Exit ticket” where they write something they liked about the lesson, something they didn’t understand, and something that they learned. After they create it, three volunteers will read their exit ticket to the class so the teacher can reinforce any questions students have, as well as students being able to sum up what they learned and took from the lesson.
Lesson 4 – Who is Freddy Gonzalez?
Names: Date and Time of Lesson:
Ana Flores, Amanda Vega and Jacklynn Kiefer March 7, 2019 (45 min)
Grade Level: Students:
2nd grade n/a
Assessment (formal and/or informal):
The teacher will make informal assessment on the students as she gets them involved in the class discussions. Plus, she will monitor students’ work as well as answer any questions they have throughout.
Standards:
§113.13. Social Studies, Grade 2, Beginning with School Year 2011-2012.
(4) History. The student understands how historical figures, patriots, and good citizens helped shape the community, state, and nation. The student is expected to:
(C) explain how people and events have influenced local community history.
§110.4. English Language Arts and Reading, Grade 2, Adopted 2017.
(12) Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful. The student is expected to:
(C) compose correspondence such as thank you notes or letters.
Objectives:
1. The student will be able to implement the information learned about Freddy Gonzalez by creating a medal and giving it to someone they feel deserves it.
2. The student will be able to value the importance of the service and sacrifice performed by Freddy Gonzalez during war by creating a thank you letter.
Strategies for ELL students and Special Needs students:
For ELL students and students with special needs, there will be visuals for them to guide themselves through the activities by showing a model of the end product.Consistent monitoring of the teacher will be available.
Materials and Resources:
Book: When The River Dreams by J. Flores
Projector
Medal activity
Butcher paper
Sticky Notes
Pencil
Color Pencils
Instructional sequence (strategies and learning tasks):
Accessing Prior Knowledge (5 min): The teacher will engage the students in a class discussion where they point out the importance of veterans and the service they perform.
The focus points will be: Why do they think that Veterans service is important? Do they believe that serving in the armed forces is a valuable and honorable duty? Does anyone have a family member who is a veteran? and if so, How do they feel about their service? and Who would like to be a soldier one day?
Teacher Modeling (8 min): The teacher will first read a letter obtained from the book “When The River Dreams” that Freddy wrote to his mother while serving in war. After reading the letter, she will ask the students what they think about it, and infer who Freddy is and what he accomplished. After the discussion, the teacher will create a chart on the projector where she will demonstrate all the accomplishments that Freddy Gonzalez achieved (the medals he won and the reasons why he won them), as well as general information (place or birth, of death, battles he was involved in, and armed forces where he served) while finally mentioning the memorials that are found here in the RGV.
Guided Practice (7 min): After learning about the life of Freddy Gonzalez, the teacher and the students will create a thank you letter as a class destined for him.
The focus points the teacher will address are: Why was Freddy Gonzalez so important? Was he an honorable soldier? How do they feel that he is from the RGV? and, Why is it important to thank Freddy and acknowledge his efforts during his time of service?
Independent Practice (20 min): The students will be given a medal that they must decorate/color. After doing so, they will each come up with a name for the medal and a purpose for it. They will write 2-3 sentences where they explain said purpose. Finally, they will choose someone who they want to give the medal to, and they will write 1-2 reasons why they want to award it to him/her. This will all be written in the same paper.
Closure (5 min): For the closure, and as a way for the teacher to reinforce the material taught, the students will be each given a post it in which they need to write a fact learned about the life of Freddy Gonzalez. Afterwards, they will go on to the board where a piece of butcher paper will be found and they will post their fact on it. Finally, the teacher will read around 5-7 post it notes to the class, and she will clarify questions or simply learn students’ comprehension about the topic taught.
9/11 Remembrance
Teacher: Jacklynn Kiefer
Date: 2/23/19
Subject / Grade level: Social Studies/2nd Grade
Materials:
● 911 Fact Sheet
● Pencils/Markers
● Napkins
● Red, white, and blue paint
● Construction Paper
● Computer
● Memorial Wall Virtual Tour - https://www.google.com/maps/@40.7123473,-74.0134411,2a,75y,117.33h,46.45t/data=!3m6!1e1!3m4!1saCFxtnF4hsn8xZX1YKPRVQ!2e0!7i13312!8i6656
● 911 Hero Tour - https://www.youtube.com/watch?v=_KvRqk3bylw&feature=youtu.be
NC SCOS Essential Standards and Clarifying Objectives
§113.13. Social Studies, Grade 2, Beginning with School Year 2011-2012
(b) Knowledge and skills.
(2) History. The student understands the concepts of time and chronology. The student is expected to:
(A) describe the order of events by using designations of time periods such as historical and present times;
(§110.4. English Language Arts and Reading, Grade 2, Adopted 2017.
b) Knowledge and skills.
(1) Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language. The student develops oral language through listening, speaking, and discussion. The student is expected to:
(A) listen actively, ask relevant questions to clarify information, and answer questions using multi-word responses;
Lesson objective(s):
● Students will develop a deeper understanding of what happened on 911.
● Students will become aware of why we need to remember the people that were involved in 911.
● Students will have a deeper understanding of what the word “Hero” really means.
● Students will understand the importance of Patriot Day.
Differentiation strategies to meet diverse learner needs:
● The teacher will provide several different learning techniques throughout the lesson. The teacher is providing a video, a hands-on activity, and it is teaching the students orally to meet the needs of all different types of learners such as auditory learners, kinesthetic learners, and visual learners.
ENGAGEMENT
● The teacher will start the lesson by asking the students:
- “What does a hero mean to you?”
- “What does a hero look like to you?”
● Teacher will show students a 911 Hero Tour video on YouTube.
EXPLORATION
● The teacher will ask the students:
“How should we pay tribute to our heroes to thank them?”
● Students create a finger painting using red, white, and blue paint to honor the heroes of 911 and write a thank you or remembrance quote on the painting.
EXPLANATION
● The teacher will discuss the 911 facts.
- What was the trade center?
- What were the twin towers?
- What happened on the day of 911?
- Why did this event happen?
- How can we remember what happened?
- What happened after 911?
ELABORATION
● Teacher will show the students a virtual tour of the memorial wall.
● Teacher will briefly discuss that a war occurred because of 911.
Vocabulary
- Bravery
- Hero
- Service
- Remembrance
● This knowledge is applied to students’ daily lives because this concept discusses heroes such as firefighters, soldiers, and these are people that are in student’s daily lives. Children need to know why it’s important to honor these people for their service.
EVALUATION
● Teachers will ask students to write a short paragraph on if after today’s lesson the word hero has a different meaning to them, and if so, what it means to them now.
RGV Fallen Soldiers
Teacher: Ana Flores, Jacklynn Kiefer, Amanda Vega
Date: 2/23/19
Subject / grade level: Social Studies/ 2nd Grade
Materials:
● Memorial Paper
● Pencils
● Computer – (YouTube Video & Research)
● Glue Stick
● Fallen Soldier - https://www.youtube.com/watch?v=kLDUtf2GVQA
NC SCOS Essential Standards and Clarifying Objectives:
§113.13. Social Studies, Grade 2, Beginning with School Year 2011-2012.
(b) Knowledge and skills.
(4) History. The student understands how historical figures, patriots, and good citizens helped shape the community, state, and nation. The student is expected to:
(C) explain how people and events have influenced local community history.
§110.4. English Language Arts and Reading, Grade 2, Adopted 2017.
(b) Knowledge and skills.
(6) Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to:
(E) make connections to personal experiences, ideas in other texts, and society
Lesson objective(s):
● The students will develop a better understanding how historical figures such as veterans, impacted the community.
● The students will gain respect for fallen soldiers.
● The students will develop a sense of the loss that occurs during war.
Differentiation strategies to meet diverse learner needs:
● The teacher is making sure the lesson is addressed in many ways to make sure to meet the needs of auditory, visual, and kinesthetic learners.
ENGAGEMENT
● The teacher will start off the lesson by asking the students to create a KWL Chart.
● The teacher will ask the students what they know about soldiers, what they would like to know about soldiers, and then at the end of the lesson they will figure out what they learned about soldiers.
● The teacher will then explain what “Fallen Soldiers” means.
EXPLORATION
● The teacher will provide the students with names of fallen soldiers from the Rio Grande Valley.
● The students will do research on the names provided and will create a memorial page for the soldier. The memorial page must include a picture of the soldier, his name, when he was born, when he passed away, and what branch he was enlisted in.
● Teacher will ask students if they have any relatives or know anyone who has served in the military.
● Teacher will ask students why they think people decide to join the military.
EXPLANATION
● The students will watch a video on YouTube about Fallen Soldiers.
ELABORATION
● The teacher will reference back to the patriotic holidays we celebrate annually to show appreciation to the fallen soldiers.
● Certain vocabulary will be used throughout the lesson such as words like,
- Patriotic
- Military
- Army
- Let the students know that there are museums and many other special memorials dedicated to the fallen soldiers of the Rio Grande Valley.
EVALUATION
● At the end of the lesson the teacher will have the students complete their KWL chart by filling in the L section. This will help the teacher determine whether or not the student comprehended the lesson.
Lesson 7: Letter to Veterans
Teachers: Jacklynn Kiefer, Amanda Vega, & Ana Flores
Date: 2/24/19
Subject / grade level: Social Studies/2nd Grade
Materials:
● Paper
● Colors
● Pencils
● Envelopes
● Computer
● Letter Writing for Kids Link
https://www.youtube.com/watch?v=y2d-0dIimgY
NC SCOS Essential Standards and Clarifying Objectives
§113.13. Social Studies, Grade 2, Beginning with School Year 2011-2012.
(b) Knowledge and skills.
(4) History. The student understands how historical figures, patriots, and good citizens helped shape the community, state, and nation. The student is expected to:
(C) explain how people and events have influenced local community history.
§110.4. English Language Arts and Reading, Grade 2, Adopted 2017.
(b) Knowledge and skills.
(12) Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful. The student is expected to:
(C) compose correspondence such as thank you notes or letters.
Lesson objective(s):
● Students will learn how to compose a letter properly.
● Student will learn the different components of a letter.
- Date
- Salutation or Greeting
- Body
- Closing
- Signature
Differentiation strategies to meet diverse learner needs:
- The teacher will provide a video and a hands-on activity on how to write a letter to meet the needs of auditory, kinesthetic, and visual learners.
ENGAGEMENT
● The teacher will begin the lesson by showing the students a video about how to compose a letter.
● After watching the video, the students should consider
- “Who will this letter be going to?”
- “What words could I use to make my letter sincere?”
- “Is my letter going to be formal or informal?”
EXPLORATION
● Teacher will briefly go over the five stages in a letter again explaining more in depth what the children could write in the body of a letter.
● Teacher will ask students to take out a piece of paper, pencil, and crayons.
● Teacher will as the students to write their own letter to a veteran thanking them for their service.
● Teacher will pose questions such as:
- “Is there anything you would like to say to the veteran?”
- “What are you going to thank the veteran for?”
EXPLANATION
● Teacher will ask students:
- “Why do you think it’s important to thank our veterans?”
● Teacher will give a brief summary reflecting what the students have learned that week.
- Freddy Gonzalez
- Veterans Day
- Memorial Day
- 9/11
- Fallen Soldiers
ELABORATION
● Describe how students will develop a more sophisticated understanding of the concept.
● Vocabulary
- Compose
- Formal
- Informal
- Closing
● Students may want to compose letters throughout their daily lives to relatives who live far away or to any family members that they may have in the military.
EVALUATION
● After the lesson the students will be given an exit ticket where the students have to name the five parts that are included in a letter.
Assessment
1. Who is a veteran? (BT1)
2. Why is Veterans Day celebrated? (BT1)
3. Explain the differences among the different services of the Armed Forces. (BT2)
4. Compare the two different holidays learned, Veterans Day and Memorial Day. (BT4)
5. Do you agree that serving in the Armed Forces is an honorable duty? (BT6)
6. What do you predict Freddy Gonzalez would be doing in the present if he would still be alive? Why? (BT5)
7. What influence did Freddy Gonzalez have on the Rio Grande Valley? (BT6)
8. Why is Memorial Day significant? (BT3)
9. What effect did the 9/11 attack have on the veterans of today? (BT2)
10. If you could have a conversation with Freddy Gonzalez today, what would you tell him? (BT6)
References
Teachers resource guide honoring all who served : Veterans Day, November 11, 2006. (2006).
Washington, DC: Veterans Day National Committee, Dept. of Veterans Affairs, Office of
National Programs and Special Events.
Flores, J. W. (2006). When The River Dreams. Bloomington, IN: AuthorHouse.
McLeod, S. (2018). Lev Vygotsky. In Simply Psychology. Retrieved from https://www.simplypsychology.org/vygotsky.html
www.military.com/join-armed-forces/us-military-overview.html.
https://www.valleymorningstar.com/news/local_news/at-a-glance-valley-servicemen-who-were-killed-in-war/article_041274a2-f43a-11e3-a552-0017a43b2370.html
Breezinator11. (2012, February 18). Retrieved February 21, 2019, from https://www.youtube.com/watch?v=kLDUtf2GVQA
(n.d.). Retrieved from https://www.google.com/maps/@40.7123473,-74.0134411,2a,75y,117.33h,46.45t/data=!3m6!1e1!3m4!1saCFxtnF4hsn8xZX1YKPRVQ!2e0!7i13312!8i6656
United, V. (2013, June 03). Retrieved February 21, 2019, from https://www.youtube.com/watch?v=_KvRqk3bylw&feature=youtu.be
Youtube, Andie Worsley , Nov. 2016, www.youtube.com/watch?v=y2d-0dIimgY.
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
Veterans Day Lesson Plan
Subject
The topic of the resource
Veterans Day
Soldiers
Anniversaries
Description
An account of the resource
The purpose of this lesson is to educate the students about patriotic holidays in the United States such as, Veteran’s Day and Memorial Day and incorporating historical events like 9/11. The lesson plans focus on a variety of material that will help students understand the importance of Veteran’s Day and how it has affected their home in the Rio Grande Valley (RGV). It starts by introducing the history of Veteran’s Day as it was established in November 11, 1947 in the state of Alabama, followed by explaining the reasoning behind the holiday (Veterans Day National Committee, 2006). It further explains important figures of the Rio Grande Valley, like Freddy Gonzalez’ life in his memorial book “When The River Dreams” (Flores, 2006). We will focus on answering the following questions, Who is a veteran?, What is Veterans Day?, When is Veterans Day?, Where is Veterans Day?, Why Veterans Day is celebrated?, and how Veterans day is relatable to the students’ lives?
Creator
An entity primarily responsible for making the resource
Anna Flores
Jacklynn Kiefer
Amanda Vega
Source
A related resource from which the described resource is derived
UTRGV College of Education
EDCI3335
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
1947
2001
1968
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
Flores, Ana, Kiefer, Jacklynn, and Vega, Amanda. (2019). Lesson Plan for Veteran's Day. Retrieved from https://rgvprimarysourceguides.omeka.net/items/show/115
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-VeteransDay-FloresKieferVega
-
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/76dd147dcdda366d0e80c9401a25b4fe.jpg
4bd4681f0e4a6c9b6fa9f47943022d0d
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
[photocopy], Commercial Spokesman [Ed McMahon] Films Documentary, article by Brad Farb for the Valley Morning Star newspaper.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Commercial Spokesman [Ed McMahon] Films Documentary
Subject
The topic of the resource
newspaper
Iwo Jima
World War II
Overseas
Harlon Block
Description
An account of the resource
An article about Ed McMahon, a commercial spokesman, filming a documentary called "Return to Iwo Jima." The documentary is a tribute to the fallen during World War's 2 Iwo Jima battle.
Creator
An entity primarily responsible for making the resource
Brad Farb
Source
A related resource from which the described resource is derived
The University of Texas Rio Grande Valley Special Collections and University Archives
Publisher
An entity responsible for making the resource available
Valley Morning Star
Date
A point or period of time associated with an event in the lifecycle of the resource
1981-1986
Contributor
An entity responsible for making contributions to the resource
University of Texas Rio Grande Valley
Rights
Information about rights held in and over the resource
Copyright protected.
Format
The file format, physical medium, or dimensions of the resource
JPEG
Language
A language of the resource
English
Identifier
An unambiguous reference to the resource within a given context
Iwo Jima newspaper article001
Iwo Jima newspaper article002
Bibliographic Citation
A bibliographic reference for the resource. Recommended practice is to include sufficient bibliographic detail to identify the resource as unambiguously as possible.
Betty Murray Papers; "Commercial Spokesman Films Documentary," 1981-1986. BLIBR0017, Box 1, Folder 4, Commercial Spokesman Films Documentary. University Library, Special Collections & University Archives, University of Texas Rio Grande Valley, Brownsville, Texas.
primary source
-
https://omeka.utrgv.edu/files/original/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
-
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/e1776616b29ebc15628fad03141102d8.jpg
5a18a63e54484212dd676122582b9cce
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 Basketball Team, 1921
Subject
The topic of the resource
Brownsville High School
Basketball
Women
Description
An account of the resource
Photograph of 1921 Brownsville High School Women's Basketball Team
Caption: Basket Ball 1921
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
1921
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-1921(15)
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/c641b4743ed7bd2b33266019dda20280.jpg
76bf3a069b1fceb9b8d07f601e23e19c
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 Track Team, 1921
Subject
The topic of the resource
Brownsville High School
Track
Championship Team
Description
An account of the resource
Caption: Track Team 1921
Brownsville High School Track Team Holds Trophy
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
1921
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-1921(17)
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/a5ce7e294ab0a1fc918b7f617b21b931.jpg
11a0bcaea087f326089bacc109af9a41
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 Girls Tennis Team, 1921
Subject
The topic of the resource
Brownsville High School
Tennis
Women
Description
An account of the resource
Caption: Girls Tennis 1921. Doris Faulk and Elna Lind assumed the supreme dignity of comprising B. H. S.'s girls tennis representatives. Unfortunately these young ladies were defeated in the 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
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
1921
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
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
ThePalmetto-1921(24)
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/4763e57f8f41032757d87afcb28e8761.jpg
5dde1657dc790d732f0b7a5813fad188
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
Victories of Brownsville High School, 1930
Subject
The topic of the resource
Brownsville High School
Coaches
Description
An account of the resource
Photograph of 1930 Brownsville High School Article On Coaches
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
1930
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-1930(3)
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Brownsville, Texas