HAND-PICKED Texas Tech Program Yields New Crop of Farmers
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
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. -
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. -
How the New York Stock Exchange Really Works David Kramer
How the New York Stock Exchange Really Works David Kramer Object 1 Object 2 Object 3 Richard Ney on the Role of the Specialist by Michael Templain “The story is told that after he had been deported to Italy, Lucky Luciano granted an interview in which he described a visit to the floor of the New York Stock Exchange. When the operations of floor specialists had been explained to him, he said, ‘A terrible thing happened. I realized I’d joined the wrong mob’” (1Ney, 8). It was with these words that Richard Ney began his first of three books on the nature of the New York Stock Exchange. Ney wrote over 20 years ago, a time when a 750 Dow was high and today’s volumes were beyond imagining. Some of his material is dated, and must be read in the light in which it was written. But the main premise of his books is still true: that the specialist exists not to ensure the free and orderly trade of stock in a particular company, but to fatten upon the innocence and ignorance of the small investor. The New York Stock Exchange is not an auction market (2Ney, 86), though many investors still hold onto that image. It is a rigged market. Volume is an effect of price. Prices are controlled absolutely by the specialists, the ‘market makers’ in individual stocks. It was this discovery that led Mr. Ney to eventually give us small investors a priceless gift: enlightenment. “Studying the transactions in each stock, I became immediately conscious that, on too many occasion to be a coincidence, a stock would advance from its morning low and then, often during the afternoon, would show an up-tick of a half-point or more on a large block of anywhere from 1,500 to 5,000 or more shares. -
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. -
Obituary All of Which Coiild Lead to Lavints
■ • ►V/ • -' 1. “ V.*', v - ' r." -■ V . ' /■• .■"V - ' t 1 .■ < . PAGE FOURTEEN FBIDAT, JULY «7» IM i: • Average Dopy Net Prcee R n The Weather ' For the Week EaiM xMattrlffHter^lEtrrttfctg 1|fralh ■at e< U. B. Wsathar El June 90, ISCI ■fa — ■ ■; a n d 'lfr A Russell K arker o T Oaiv- other propoh>d\ Unprovemeats ect. Ikiginetr Fusa^ ia M . wlX Frances Hbfron Coi&icll, Pythi Rec Bo^rd Adkg OUMDOl ir c » VA£Uk«MHr r, mOder tsaigh^ lA # A b o u t I W n an Sunshine Girls, will leave Mon 3 from Town ^ entry, is a graduate of ICanchbeter which UwilMd the tutaU ation o f be invited Aug. 13,601 day at B:Sbl a.in. fo r an oiiUng' at High S^ooL' two bUbUera to aerate the water, JULY M THRU AUO. U Wider Pool Apixm the regrading of a nearby slope MKIMliKBiS, M inlnr eC the AadH Ocean Beach, New London. Girls Bneaa ef Obeidattea'' Andernon SheH A uxiliary. V F ^ , are reminded to bring a' lunch'. ipid the conatriictkm of A drain NORTH HAVH»r (APT—Drum BERUBE’S) Tk FBWRITEB Bryant Grads m ers ^Ihd M en y tro m throughout UmdlmUir~^A CUy win hold a card party tonight at Those who need transportation may Idle,Cl 8 Dip The Advisory Park and Rec age ditch. The. entire bottom dt SERVICE : . y t at the port home. ' ■ call Mrs, Howard Smith, 300 N. the pool wlU be lined with aoil Connecticut v M gather here Aug. 479 E ast MOddls Tpksw Three h^chester area studenta reation Committee haf suggested cement. -
Spring Final Review TEXAS HISTORY Immigration to Mexico from U.S
Spring Final Review TEXAS HISTORY Immigration to Mexico from U.S. Mexican General Mier y Teran warned of the growing American influence in East Texas. He recommended: ▪ increasing trade between TX and Mexico. ▪ Sending soldiers to TX to increase Mexican control ▪ Encouraging more Mexicans and Europeans to settle in TX Immigration to Mexico from U.S. The Law of April 6, 1830 was passed by the Mexican government to strictly control the American presence in Texas. Immigration to Mexico from U.S. The first conflict between TX settlers and Mexican troops occurred at Nacogdoches. Santa Anna comes to power Texans were excited about Santa Anna’s rise to power because he promised to restore the Constitution of 1824. He violated this promise when he began to strengthen the central government. Santa Anna comes to power Stephen F. Austin traveled to see Santa Anna and present resolutions of the Convention of 1833. But he was arrested for challenging Mexican authority. Austin began to support the cause for Texas independence from Mexico. Pro-War vs. Peace Pro-War delegates to the Consultation wanted to fight for Texas Independence from Mexico. Peace delegates wanted to work out differences with Mexico. Texas Revolution Begins In 1835, the residents of Anahuac were upset about the government collecting customs duties on imports. The Battle of Gonzales The Battle of Gonzales began the Texas Revolution. The Mexican Army tried to seize a cannon belonging to the settlement. The Grass Fight Texan militia ambushed Mexican troops who were supposedly carrying silver. The Battle of the Alamo William B. -
ETHJ Vol-29 No-1
East Texas Historical Journal Volume 29 | Issue 1 Article 1 3-1991 ETHJ Vol-29 No-1 Follow this and additional works at: http://scholarworks.sfasu.edu/ethj Part of the United States History Commons Tell us how this article helped you. Recommended Citation (1991) "ETHJ Vol-29 No-1," East Texas Historical Journal: Vol. 29: Iss. 1, Article 1. Available at: http://scholarworks.sfasu.edu/ethj/vol29/iss1/1 This Full Issue is brought to you for free and open access by SFA ScholarWorks. It has been accepted for inclusion in East Texas Historical Journal by an authorized administrator of SFA ScholarWorks. For more information, please contact [email protected]. VOLUME XXIX 1991 NUMBER 1 EA TTEXAS HISTORICAL JOURNAL EAST TEXAS HISTORICAL ASSOCIATION OFFICERS Ron Hufford President Bill O'Neal First Vice President Audrey Karial Second Vice President Esther J. Karr Secretary·Treasurer DIRECTORS Patricia Kell Baytown 1991 Cissy Lale Fort Worth 1991 Paul R. Scott Spring 1991 Garna L. Christian Houston 1992 Cecil Harper Spring 1992 Marion Holt Beaumont 1992 David Stroud Kilgore 1993 Gwin Morris Waco ex-President Linda Cross Tyler ex-President F. Lee Lawrence Tyler Director Emeritus James V. Reese Nacogdoches ex-officio EDITORIAL BOARD Valentine J. Belfiglio Garland Bob Bowman Lufkin Garna L. Christian Houston Ouida Dean Nacogdoches Patricia A. Gajda Tyler Robert L. Glover Tyler Bobby H. Johnson Nacogdoches Patricia Kell Baytown Max S. Lale Fort Worth Irvin M. May, Jr Bryan Bill O'Neal Carthage Chuck Parsons , South Wayne, WI Fred Tarpley Commerce Archie P. McDonald EXECUTIVE DmECTOR AND EDITOR MEMBERSHIP INSTITUTIONAL MEMBERS pay $100 annually LIFE MEMBERS pay $250 or more BENEFACTOR pays $100, PATRON pays $50 annually STUDENT MEMBERS pay $8 annually REGULAR MEMBERS pay $15 annually Journals $7.50 per copy P.O. -
Chapter Summary Lesson 1: the Texas Revolution Begins
NAME DATE CLASS Chapter Summary Steps Toward Independence Lesson 1: The Texas Revolution Begins • The arrival of General Martín de Cós with more Mexican soldiers worried Texas settlers. As a result, the settlers started committees of correspondence to unify Texans. • The first conflict of the Texas Revolution was the Battle of Gonzales on October 2, 1835. The battle, which was a victory for the Texans, began when Mexican forces tried to take away a cannon located in Gonzales. • After Texan forces took control of Goliad, troops under Stephen F. Austin advanced toward San Antonio and laid siege to the city. • Delegates attending the Consultation of 1835 were divided on whether or not Texas should declare its independence. The Consultation eventually adopted the “Declaration of the People of Texas in General Convention Assembled.” It also formed a provisional government and created the Army of the People under the command of Sam Houston. Lesson 2: The Winter of 1835–1836 • On November 26, 1835, Texan troops attacked a mule train heading toward San Antonio. This battle is known as the “Grass Fight” because the mules were carrying grass to feed Spanish livestock. • Benjamin Milam led a force of men to attack San Antonio. The resulting Battle of San Antonio de Béxar lasted four days. On December 9, 1835, San Antonio fell to the Texans. • The Army of the People included Tejano and African American fighters. After Mexico had gained independence from Spain, Mexico passed a law that declared freed African Americans equals to Anglo American colonists. Because of this decision, many African Americans moved to Texas looking for a better life. -
Mapping-Texas-History-Colonization-To
INTRODUCTION TO SECOND EDITION The Alamo's Texas Maps for Teachers recognizes that history and geography are inseparable. This project was conceived after listening to teachers voice their concerns that current maps detailing Texas early history were inadequate for their needs. These new maps have been designed by educators for educators. A textual description for each map was written by Dr. Richard B. Winders, Historian & Curator for the Alamo. Dr. Donald S. Frazier, Professor of History at McMurry University in Abilene, Texas, produced the maps. The two educators have worked together on other projects for publishers Houghton Mifflin and Macmillan Reference. Texas Maps for Teachers has several different uses: It is a supplemental reader for teachers unfamiliar with Texas History. The comprehensive overview of important events and themes should be useful to any teacher. Overhead transparencies of the maps it can be produced for use in the classroom by scanning them into a computer and printing them onto commercially available transparency film. Used in combination with the textual descriptions, Texas Maps for Teachers can be used as a mini-textbook for Texas history from 1700 through 1850. The Alamo would like to thank several individuals who contributed their time by reviewing and commenting on this project at various stages. Dr. Ron Tyler, Executive Director of the Texas State Historical Association, offered valuable suggestions that were incorporated into the text and maps. Two teacher in San Antonio's North East Independent School District provided input from their respective grade levels: Barbara Yost, Windcrest Elementary School and Michael Bailey, Omar N. Bradley Middle School.