Spring Final Review TEXAS HISTORY Immigration to Mexico from U.S
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Mexican Texas to Independence
LESSON 8 SOCIAL STUDIES TEKS 4 - 3, 14, 21, 22, 23 TEXAS ALMANAC TEACHERS GUIDE 7 - 1, 2, 3, 21, 22, 23 Mexican Texas to Independence 8 - 6, 29, 30 STAAR • Texas, 1821–1833 4, 7 - Writing - 1, 2, 3 • Prelude to Revolution 4, 7, 8 - Reading - 1, 2, 3 • Winning Independence 8 - Social Studies - 1 INSTRUCTIONAL SUGGESTIONS 1. COLONIST DIARY: Using the “Texas, 1821–1833” section of “A Brief Sketch of Texas History” in the Texas Almanac, students will develop a diary of a colonist. Topics should include (a) why he or she came to Texas, (b) tasks to be completed, (c) weaknesses of Mexican colonial policy, and (d) disagreements with the Mexican government. 2. MYSTERY PICTURE PUZZLE: Students will complete the History Mystery Picture Puzzle using the “Prelude to Revolution” and “Winning Independence” sections of “A Brief Sketch of Texas History.” They should read each statement and determine if it is true or false. If it is true, connect the numbers indicated by the “T.” If it is false, connect the numbers indicated by the “F.” If the answers are correct, students will easily recognize the mystery picture that emerges. 3. TEXAS REVOLUTION CALENDAR: Using the “Winning Independence” section of “A Brief Sketch of Texas History,” students will locate each dated historical event and place it on the Texas Revolution Calendar. 4. INDEPENDENCE ILLUSTRATION: Students will illustrate the journey of Texas toward in- dependence by creating a Texas Independence Highway, using the “Winning Independence” section. Working in small groups, students will construct the highway on large sheets of paper. -
School Psychology Program Page 1 Revised August 2020
SCHOOL PSYCHOLOGY Preparation to Deliver School Psychological Services Program Handbook DEPARTMENT OF PSYCHOLOGY AND PHILOSOPHY COLLEGE OF HUMANITIES AND SOCIAL SCIENCES SAM HOUSTON STATE UNIVERSITY A Member of The Texas State University System ___________________________________________________ ________________________ Specialist in School Psychology Program Page 1 Revised August 2020 TABLE OF CONTENTS INTRODUCTION .................................................. 5 Contact Information .................................................. 6 Mission Statements ………………………………. 8 Program Philosophy .................................................. 10 Program Goals .................................................. 13 Program of Studies .................................................. 17 Recommended Three-Year Sequence .................................................. 19 Course Descriptions .................................................. 20 Academic Policies .................................................. 23 Licensure/Certification/Employment .................................................. 26 Continuing Professional Development .................................................. 27 Admission .................................................. 28 Clinical Training ……………………………….. 31 University Requirements ………………………………. 36 Faculty ……………………………….. 41 CONSULTATION SEQUENCE .................................................. 46 Overview of Courses .................................................. 47 Behavioral Consultation Case PIR Evaluation -
Chapter 10 Sec 3.Pdf
TXSE_3_10_p214-233 11/22/02 10:15 AM Page 229 Why It Matters Now The constitution written by the 3 Texas Gains Independence Texas delegates to the Consultation established the basis for Texas government today. TERMS & NAMES OBJECTIVES MAIN IDEA Convention of 1836, 1. Explain the significance of the Convention The Convention of 1836, held while George Childress, ad of 1836. the battles of the Texas Revolution interim, Lorenzo de Zavala, 2. Identify the significance of the year 1836. were being fought, declared that Treaties of Velasco, Texas was independent of Mexico. annexation The Treaties of Velasco marked the end of the Texas Revolution and the beginning of the Republic of Texas. Imagine that the Texas Revolution has just ended. You left your home WHAT Would You Do? during the Revolution for safer ground. Now that the fighting is over, Write your response you are about to return home. What do you expect to find when you get to Interact with History in your Texas Notebook. there? What are your hopes for the newly independent nation of Texas? Time for a Decision While one group of revolutionaries was fighting for Texas on the battlefield, another group was meeting to decide Texas’s fate. The defend- ers at the Alamo were under fire from Santa Anna, and Texas still had not officially declared independence from Mexico. When delegates to the first Consultation met in November 1835, they had a decision to make. Should they support Texas remaining a part of Mexico and continue to work on restoring the state’s rights granted in the Constitution of 1824? Or should they seek independence? They called a second meeting of the Consultation on March 1, 1836, hoping that events would help them make their decision. -
Houston's Learning Curve
Inside Outlook: Whichbattle defines Texas history? 16B Houston Chronicle | houstonchronicle.com and chron.com | Sunday, April 21, 2013 | Section B xxx SCHOOL REPORTCARD SPECIAL COVERAGEPAGES B2-9 Houston’slearning curve HISD has the most at both top,bottom of rankings; magnets and charters fare well By Ericka Mellon In her sixth-grade historyclass at asmall school in the Montrose area, 11-year-old Patrice Stubblefield readquietlyfrom her textbook: “Subió el precio delpetróleo.” She turned to twoclassmates at her table and explained in Englishthatthe price of petro- leum rose in Latin America in 1980. “It’sAmérica Latina,” corrected Gresia Nunez, 12,the daughter of Mexican immi- grants. Nunez learned to speak and readEnglish as ayoung studentatWharton Dual Lan- guage Academy,while Stubblefield learned Spanishatthe school. At Wharton, native Englishspeakers and native Spanishspeak- ers studysidebyside, immersed in Spanish in the early gradeswithmore and more Englishintegrated as they getolder. Theformula has worked well for Wharton, aHouston IndependentSchool District campus serving students in pre- kindergarten througheighthgrade.The middle school levelearned an “A”grade this year from Children at Risk, alocal research and advocacy nonprofit thatannuallyranks public schools across Texas. Theelemen- taryschool earned a“B.” Roughlyaquarter of the schools in Texas earning A’s, based on their academics and other classroom factors, are in the eight- county greater Houston area, according to the Children at Riskanalysis released to the Houston Chronicle. Houston ISD dominated the top and the bottom of the local rankings. On the high school list, DeBakey High School for Health MelissaPhillip /HoustonChronicle Professions in HISD ranked firstlocally Gresia Nunez, 12, from left,Brianna Ward, 12, and Patrice Stubblefield, 11,workintheir sixth-grade geography class and third in the state. -
Social Studies TEKS Streamline Work Groups C-D Middle School
Work Groups C and D Draft Recommendations Social Studies, Texas Essential Knowledge and Skills Middle School, Grades 6–8 Prepared by the State Board of Education Social Studies TEKS Streamlining Work Groups June 2018 These draft recommendations reflect changes to the social studies Texas Essential Knowledge and Skills (TEKS) for grades 6–8 that have been recommended by State Board of Education’s TEKS streamlining work groups C and D. Proposed deletions are shown in red font with strikethroughs (deletions). Text proposed to be moved from its current student expectation is shown in purple, italicized font with strikethrough (moved text) and is shown in the proposed new location in purple, italicized font with underlines (new text location). Recommendations to clarify language are shown in blue font with underlines (clarifying language). Additions made as technical edits are shown in green font with underlines (additions). Comments in the middle column provide explanations for the proposed changes. Work groups estimated the amount of instructional time that would be reduced based on their recommendations. The reduction of instructional time is provided in minutes in the right-hand column. MIDDLE SCHOOL, SOCIAL STUDIES DRAFT RECOMMENDATIONS TABLE OF CONTENTS Grade 6 .................................................................................................. pages 2 – 11 Grade 7 .................................................................................................. pages 12 – 23 Grade 8 ................................................................................................. -
The Daughters of the Republic of Texas MANUAL of PROCEDURE
The Daughters of the Republic of Texas MANUAL OF PROCEDURE 2010 DRT Headquarters and Museum 510 East Anderson Lane Austin, Texas 78752-1218 512-339-1997 Fax 512-339-1998 [email protected] www.drt-info.org 2009-2011 Bylaws Committee Patti Atkins, President General Doris Ross Johnston, Chairman, District V Connie Swing Surrency, Parliamentarian General, District V Carolyn McWhirter Casterline, District III Ora Jane Johnson, District III Shelley Rardin, District IV Lisa Lynette Kight, District II Chili Chilton Sanders, District III j Published 2010 by The Daughters of the Republic of Texas Printing and Tabs by: LASERCOPY Digital Print Solutions 624 N. Great Southwest Pkwy. Arlington, TX 76011 800-687-1610 Fax: 817-649-4095 2010 The Daughters of the Republic of Texas MANUAL OF PROCEDURE TABLE OF CONTENTS ORGANIZATION AND HISTORY ............................. 1 The DRT Legacy............................................ 1 Brief History................................................ 1 Brief History of CRT ......................................... 2 History of the Texas Flag ..................................... 2 Pledge to the Texas Flag...................................... 3 Flag Protocol ............................................... 3 Texas Honor Days........................................... 4 Mirabeau B. Lamar Day (January 26) . 4 Texas Statehood Day (February 19, 1846) . 4 Texas Independence Day and Flag Day (March 2, 1836) . 4 Alamo Heroes Day (March 6, 1836) . 4 Goliad Heroes Day (March 27, 1836) . 4 San Jacinto Day -
Italian and Irish Contributions to the Texas War for Independence
East Texas Historical Journal Volume 23 Issue 2 Article 7 10-1985 Italian and Irish Contributions to the Texas War for Independence Valentine J. Belfiglio Follow this and additional works at: https://scholarworks.sfasu.edu/ethj Part of the United States History Commons Tell us how this article helped you. Recommended Citation Belfiglio, alentineV J. (1985) "Italian and Irish Contributions to the Texas War for Independence," East Texas Historical Journal: Vol. 23 : Iss. 2 , Article 7. Available at: https://scholarworks.sfasu.edu/ethj/vol23/iss2/7 This Article is brought to you for free and open access by the History at SFA ScholarWorks. It has been accepted for inclusion in East Texas Historical Journal by an authorized editor of SFA ScholarWorks. For more information, please contact [email protected]. 28 EAST TEXAS mSTORICAL ASSOCIATION ITALIAN AND IRISH CONTRIBUTIONS TO THE TEXAS WAR FOR INDEPENDENCE by Valentine J. Belfiglio The Texas War for Independence erupted with the Battle of Gon zales on October 2, 1835.' Centralist forces had renounced the Mex ican constitution and established a dictatorship. The Texas settlers, meanwhile, developed grievances. They desired to retain their English language and American traditions, and feared that the Mex ican government would abolish slavery. Texans also resented Mex ican laws which imposed duties on imported goods, suspended land contracts, and prohibited American immigration. At first the Americans were bent on restoring the constitution, but later they decided to fight for separation from Mexico. Except for research by Luciano G. Rusich (1979, 1982), about the role of the Marquis of " Sant'Angelo, and research by John B. -
Mary Jones: Last First Lady of the Republic of Texas
MARY JONES: LAST FIRST LADY OF THE REPUBLIC OF TEXAS Birney Mark Fish, B.A., M.Div. Dissertation Prepared for the Degree of DOCTOR OF PHILOSOPHY UNIVERSITY OF NORTH TEXAS December 2011 APPROVED: Elizabeth Hayes Turner, Major Professor Richard B. McCaslin, Committee Member and Chair of the Department of History D. Harland Hagler, Committee Member Denis Paz, Committee Member Sandra L. Spencer, Committee Member and Director of the Women’s Studies Program James D. Meernik, Acting Dean of the Toulouse Graduate School Fish, Birney Mark. Mary Jones: Last First Lady of the Republic of Texas. Doctor of Philosophy (History), December 2011, 275 pp., 3 tables, 2 illustrations, bibliography, 327 titles. This dissertation uses archival and interpretive methods to examine the life and contributions of Mary Smith McCrory Jones in Texas. Specifically, this project investigates the ways in which Mary Jones emerged into the public sphere, utilized myth and memory, and managed her life as a widow. Each of these larger areas is examined in relation to historiographicaly accepted patterns and in the larger context of women in Texas, the South, and the nation during this period. Mary Jones, 1819-1907, experienced many of the key early periods in Anglo Texas history. The research traces her family’s immigration to Austin’s Colony and their early years under Mexican sovereignty. The Texas Revolution resulted in her move to Houston and her first brief marriage. Following the death of her husband she met and married Anson Jones, a physician who served in public posts throughout the period of the Texas Republic. Over time Anson was politically and personally rejected to the point that he committed suicide. -
The War and Peace Parties of Pre-Revolutionary Texas, 1835-1836
East Texas Historical Journal Volume 29 Issue 1 Article 6 3-1991 The War and Peace Parties of Pre-Revolutionary Texas, 1835-1836 Jodella D. Kite Follow this and additional works at: https://scholarworks.sfasu.edu/ethj Part of the United States History Commons Tell us how this article helped you. Recommended Citation Kite, Jodella D. (1991) "The War and Peace Parties of Pre-Revolutionary Texas, 1835-1836," East Texas Historical Journal: Vol. 29 : Iss. 1 , Article 6. Available at: https://scholarworks.sfasu.edu/ethj/vol29/iss1/6 This Article is brought to you for free and open access by the History at SFA ScholarWorks. It has been accepted for inclusion in East Texas Historical Journal by an authorized editor of SFA ScholarWorks. For more information, please contact [email protected]. EAST TEXAS HISTORICAL ASSOCIATION II THE WAR AND PEACE PARTIES OF PRE-REVOLUTIONARY TEXAS, 1832-1835 by lodella D. Kite Although many people are conversant with the Texas Revolution and events leading to it, relatively little research has been published until recently on the War and Peace parties of 1832-1835. These two factions within the Anglo-American population of Texas helped to sway public opinion both for and against armed conflict in the crucial days leading to the revolution. The War and Peace parties cannot be defined easily because they were not established political parties. They were labels faT persons of opposing political dispositions. Both factions surfaced during the disturbances of 1832. Members of the War Party either participated in the disturbances or condoned them. The Peace Party, probably repre senting more Texans throughout the period, loudly criticized the agita tion. -
Texas Independence Tour - Overview Oakwood Cemetery, Austin, Texas
Texas Independence Tour - Overview Oakwood Cemetery, Austin, Texas The Texas Revolution 1835-1836 The Texas Revolution was a rebellion of the Anglo colonists settled in Texas (Texians) and Tejanos (Texas Mexicans) against the dictatorship of Mexican President Santa Anna. It ran from October 2, 1835 until April 21, 1836 and established the Republic of Texas. Fighters included not only Texas Anglos but also African Americans and Mexicans as well as soldiers who came from the United States to assist. The term “Texans” is used to represent all those fighting for Texas Independence. Map of the Major Revolution Events Oakwood Cemetery and Its Texas Revolution “Residents” Oakwood Cemetery was originally established in 1839 as the “City Cemetery” at the far northeast corner of the original town. It originally consisted of 10 acres known as the Old Grounds but has grown to 40 acres divided into sections 1-4 with the first burial in 1839. The cemetery has over 22,000 burials of people of many races and many historic designations: National Register of Historic Places, Texas Historic Landmark, Historic Texas Cemetery, and Austin Historic Landmark. Oakwood is home to many founders of not only the city of Austin but also the Texas Republic. It is the final resting place of: 16 soldiers of the battles of the Texas Revolution (see next pages) Financier of the Revolution (Thomas McKinney) Publisher of the Telegraph & Texas Register founded at the start of the Revolution (Joseph Baker) Survivor of the Alamo (Susanna Dickinson) Two of the few who survived the Goliad massacre (escaped: John C. -
Chapter 11 Review
Chapter 11 Review 1. Why was Stephen F. Austin removed from command of the Texas volunteers? a. he was appointed commissioner to the United States 2. What city did Austin siege after victories at Gonzales, Goliad and Concepcion? a. San Antonio 3. Texans formed a volunteer army and attack the Mexicans at Goliad after what battle? a. Battle of Gonzales 4. What did the flag that the rebels flew at the Battle of Gonzales say? a. “Come and Take It” 5. By 1835, why were the Texans upset with Santa Anna? a. Santa Anna would not follow the Constitution of 1824. 6. Who did the Texans send to negotiate a treaty with the Cherokee? a. Goyens to negotiate a treaty of peace during the revolution. 7. What was the Declaration of November 7, 1835? a. that if the Constitution of 1824 were not restored, Texas would become independent. 8. What was the Constitution of 1824 modeled after? a. The United States Constitution 9. What did Santa Anna believe after taking the Alamo? a. That Texans would give up their rebellion 10. What did General Cos do after the fight at San Antonio? a. surrendered and led his Mexican army out of Texas. 11. What did Fannin do after receiving Sam Houston’s order to retreat from Goliad to Victoria? a. waited several days before setting out. 12. What was the Runaway Scrape? a. It was after the battle of the Alamo when Texans began to flee in panic 13. Who was the first president of independent Texas? a. Sam Houston 14. -
The Early Republic Main Ideas Key Terms and People 1
DO NOT EDIT--Changes must be made through “File info” CorrectionKey=TX-A Section 1 The Early Republic Main Ideas Key Terms and People 1. Under the Treaties of Velasco, Mexico would recognize • Treaties of Velasco Texas independence, but the treaties were not honored. • annexation 2. Texas held its first national elections in 1836. • Mirabeau B. Lamar Why It Matters Today Because Texas was a democratic republic, its citizens elected their leaders. Use current events sources to learn about elections in other countries around the world today. TEKS: 1A, 3C, 4A, 8A, 9C, 21B, 21C, 21E, 22D The Story Continues Several Texans were camped near Buffalo Bayou after fleeing myNotebook their homes during the Runaway Scrape. Suddenly, a woman Use the annotation on the edge of the group began pointing and shouting, tools in your eBook to take notes on “Hallelujah! Hallelujah!” A man on horseback was racing events in the early toward them and yelling. “San Jacinto! The Mexicans are Texas Republic. Bleed Art Guide: whipped and Santa Anna a prisoner!” Everyone laughed, All bleeding art should be extended fully to the bleed guide. hugged, and cried from happiness at the victory. The Treaties of Velasco With the victory at San Jacinto, Texas had become a free republic. The Republic of Texas would last 10 years, from 1836 to 1846. In 1836, some issues from the Revolution remained. Some 2,000 Mexican troops under Art and Non-Teaching Text Guide: Folios, annos, standards, non-bleeding art, etc. should General Vicente Filisola remained in Texas. Texans also needed to decide never go beyond this guide on any side, 1p6 to trim.