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HISTORY of MEXICO Brungardt HIST-A410-001 Bobet 211 MWF: 10:30-11:20Am Spring 2011
HISTORY OF MEXICO Brungardt HIST-A410-001 Bobet 211 MWF: 10:30-11:20am Spring 2011 DESCRIPTION: This course surveys the history of Mexico from the beginning to the present. GRADES: Loyola's final letter grades are: F, D, D+, C-, C, C+, B-, B, B+, A-, and A, and in this course they can be averaged by using the numbers 0 through 10. Your final grade is 1/3 quizzes, 1/3 discussion, and 1/3 final exam. Quizzes (1/3 of final grade) Ordinarily at the beginning of every class, promptly at 9:30 there will be a three-minute quiz that is worth ten points. A sample quiz that does not count against you will be given Monday, January 10; any points scored will be added as bonus points to any future points you may accumulate. Thereafter there will be daily quizzes ordinarily for the duration of the semester. The total scored will be divided by the total possible score, that is, for example, 40 quizzes x 10 points equal a total possible score of 400, and if the total scored was 325, then the percent scored would be 81.25% and the equivalent letter grade would be C+. The corresponding letter grades for the percentages would be the following: A = 96-100% = 10 B- = 84-86 = 6 D+ = 73-74 = 2 A- = 93-95 = 9 C+ = 81-83 = 5 D = 70-72 = 1 B+ = 90-92 = 8 C = 78-80 = 4 F = 0-69 = 0 B = 87-89 = 7 C- = 75-77 = 3 No make-ups are given for these quizzes, ever! Anyone who is not in their seat when the quiz is handed out is automatically late, and while they may take the quiz, they must hand it in at the same time as the others. -
Stephenville Curriculum Document Social Studies Grade: 7 Course: Texas History Bundle (Unit) 5 Est
STEPHENVILLE CURRICULUM DOCUMENT SOCIAL STUDIES GRADE: 7 COURSE: TEXAS HISTORY BUNDLE (UNIT) 5 EST. NUMBER OF DAYS: 20 UNIT 5 NAME REVOLUTION AND REPUBLIC With tensions increasing between the Mexican government and American settlers in Texas, diplomacy gave way to Unit Overview Narrative inevitable conflict that erupted into war. Emerging victorious, Texas separated itself from Mexico and became its own Republic. Generalizations/Enduring Understandings Concepts Guiding/Essential Questions Learning Targets Formative Assessments Summative Assessments TEKS Specifications (1) History. The student understands traditional historical points of reference in Texas history. The Texans earned their independence from Mexico student is expected to: (A) identify the major eras in Texas history, Events: describe their defining characteristics, and Battle of Gonzales explain why historians divide the past into eras, Alamo TEKS (Grade Level) / Specifications including Natural Texas and its People; Age of Goliad Massacre Contact; Spanish Colonial; Mexican National; Battle of San Jacinto Revolution and Republic; Early Statehood; Texas Treaty of Guadalupe-Hidalgo in the Civil War and Reconstruction; Cotton, Cattle, and Railroads; Age of Oil; Texas in the People: Great Depression and World War II; Civil Rights Sam Houston and Conservatism; and Contemporary Texas; William B. Travis (B) apply absolute and relative chronology James Fannin through the sequencing of significant Antonio López de Santa Anna individuals, events, and time periods; Juan N. Seguín (C) explain the significance of the following 1836- Texans earned their independence from Mexico dates: 1519, mapping of the Texas coast and through a series of events including the siege of the Alamo, first mainland Spanish settlement; 1718, the massacre at Goliad, and the battle of San Jacinto. -
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. -
STAAR Alternate 2 Prerequisite Skill Guide
STAAR Alternate 2 Prerequisite Skill Guide Subject: US History Grade: ____ Student: _________________________ Essence Statement RC1: Recognizes the impact of U.S. participation in World war II. (7) STAAR Reporting Category 1– History/TEKS: 7 The student understands the domestic and international impact of U.S. participation in World War II. Directions: Begin at the bottom of each focus area and check off the prerequisite skills the student has mastered. Begin instruction at the next highest prerequisite skill not yet mastered. Work on skills in each focus area (as appropriate) in order to instruct the depth and breadth of the Curriculum Framework. (Note: Essence statements may have more than one focus.) Focus: Events Prior and During Military and Diplomatic Conflicts Date: More Grade Prerequisite Skills: Mastered/M Complex Target/T explain the causes of the Civil War, including sectionalism, states' rights, and slavery, and significant events of the Civil War, including the firing on Fort Sumter; the battles of Antietam, 8 Gettysburg, and Vicksburg; the announcement of the Emancipation Proclamation; Lee's surrender at Appomattox Court House; and the assassination of Abraham Lincoln explain reasons for the involvement of Texas in the Civil War such 7 as states' rights, slavery, sectionalism, and tariffs trace the development of events that led to the Texas Revolution, including the Fredonian Rebellion, the Mier y Terán Report, the 7 Law of April 6, 1830, the Turtle Bayou Resolutions, and the arrest of Stephen F. Austin identify and analyze -
El Capitalismo Británico En Los Inicios Del México Independiente
Presentación Índice general Índice de autores Búsqueda Ayuda Mapa del sitio Créditos Volumen 6 / Documento 62 [ Anterior | Volumen 6 | Siguiente ] EL CAPITALISMO BRITÁNICO EN LOS INICIOS DEL MÉXICO INDEPENDIENTE ÓSCAR ALATRISTE http://www.iih.unam.mx/moderna/ehmc/ehmc06/662.html Necesidad y conveniencia para México de empréstitos e inversiones extranjeras México surgió a la vida independiente con la gran preocupación de encontrar un medio que salvara al erario público de la penuria, así como también con una falta de capitales que pudieran reanimar el sector de la minería. Los primeros gobiernos dictaron una serie de medidas para reanimar ambos sectores; sin embargo, no fueron suficientes y por lo tanto consideraron que la mejor manera de conseguir fondos parecía ser la consecución de empréstitos extranjeros. La necesidad y la conveniencia de éstos son manifiestas en las voces de altos funcionarios de la época. En mayo de 1822, Francisco de Borja Migoni, comerciante mexicano residente en Londres, escribió al emperador Iturbide ofreciéndole su intervención para negociar un empréstito con Inglaterra. Pensaba que los varios años de residencia en aquel país le permitirían concretarlo en las mejores condiciones.[ 1 ] Migoni reportó que los comerciantes británicos estaban extremadamente interesados en las riquezas y el comercio de México, y reveló que repetidamente ellos le habían preguntado todo lo concerniente a la posibilidad de invertir allí.[ 2 ] Migoni sugería que un préstamo de Inglaterra era conveniente no sólo porque resolvería favorablemente la triste situación de la hacienda imperial, sino también daría a Inglaterra un nuevo interés en apoyar la independencia de México. Al mes siguiente, los legisladores mexicanos discutían la posibilidad de solicitar un préstamo en el extranjero. -
Vera Presidente Sen
SENADO DE LA REPÚBLICA INSTITUTO BELISARIO DOMÍNGUEZ ENCICLOPEDIA POLÍTICA DE MÉXICO 6 TOMO IV Dirigentes Ancestrales, de la Colonia y del México Independiente Siglos VII-XXI SENADO DE LA REPÚBLICA INST I TUTO BELISARIO DOMÍNGUEZ COMITÉ DIRECTIVO Sen. Manlio Fabio Beltrones Rivera PRESIDENTE Sen. René Arce Islas SecretariO Sen. Fernando Jorge Castro Trenti SecretariO Sen. Ricardo García Cervantes SecretariO SECRETARÍA TÉCNIca Lic. Enrique León Martínez SecretariO TÉCNICO GRUPO EJECUTIVO DE DIReccIÓN Lic. Raúl López Flores Director General de Estudios Legislativos: Investigaciones Sociales Dr. Luis Mendoza Cruz Director General de Estudios Legislativos: Gobierno y Administración Pública Lic. Fernando Pérez Noriega Director General de Estudios Legislativos: Política y Estado Enciclopedia Política de México. Tomos I a VIII. Instituto Belisario Domínguez. Senado de la República, LXI Legislatura Coordinador general de la obra: José de Jesús Covarrubias Dueñas Diseño de portada e interiores: Diseño3 / León García, Carmen Alegría, Yvette Bautista Impresión: Diseño3 y/o León García Dávila. Valle de San Juan del Río No. 10, Col. Vista del Valle, Naucalpan, Estado de México, CP 53290. Primera Edición, agosto 2010 D.R. © Instituto Belisario Domínguez, Senado de la República, LXI Legislatura, 2010 Xicotencatl No. 9 Col. Centro, Delegación Cuauhtémoc, C.P. 06018, México, D.F. Queda prohibida la reproducción parcial o total, directa o indirecta de la presente obra, sin contar previamente con la autorización expresa y por escrito de los editores, en términos de la Ley Federal del Derecho de Autor, y en su caso de los tratados internacionales aplicables. La persona que infrinja esta disposición se hará acreedora a las sanciones legales correspondientes. -
Convention Grade 7
Texas Historical Commission Washington-on-the-Brazos A Texas Convention Grade 7 Virtual Field Trip visitwashingtononthebrazos.com Learning Guide Grade 7 Childhood in the Republic Overview: A New Beginning for Texas Texas became Mexican territory in 1821 and the new settlers brought by Stephen F. Austin and others were considered Mexican citizens. The distance between the settlements and Mexico (proper), plus the increasing number of settlers moving into the territory caused tension. The settlers had little influence in their government and limited exposure to Mexican culture. By the time of the Convention of 1836, fighting had already Image “Reading of the Texas Declaration of broken out in some areas. The causes of some of this Independence,” Courtesy of Artie Fultz Davis Estate; Artist: Charles and Fanny Norman, June 1936 fighting were listed as grievances in the Texas Declaration of Independence. Objectives • Identify the key grievances given by the people of Texas that lead to the formation of government in the independent Republic of Texas • How do they compare to the grievances of the American Revolution? • How do they relate to the Mexican complaints against Texas? • How did these grievances lead to the formation of government in the Republic? • Identify the key persons at the Convention of 1836 Social Studies TEKS 4th Grade: 4.3A, 4.13A 7th Grade: 7.1 B, 7.2 D, 7.3C Resources • Activity 1: 59 for Freedom activity resources • Activity 2: Declaration and Constitution Causes and Effects activity resources • Extension Activity: Order -
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 -
Mexican American History Resources at the Briscoe Center for American History: a Bibliography
Mexican American History Resources at the Briscoe Center for American History: A Bibliography The Briscoe Center for American History at the University of Texas at Austin offers a wide variety of material for the study of Mexican American life, history, and culture in Texas. As with all ethnic groups, the study of Mexican Americans in Texas can be approached from many perspectives through the use of books, photographs, music, dissertations and theses, newspapers, the personal papers of individuals, and business and governmental records. This bibliography will familiarize researchers with many of the resources relating to Mexican Americans in Texas available at the Center for American History. For complete coverage in this area, the researcher should also consult the holdings of the Benson Latin American Collection, adjacent to the Center for American History. Compiled by John Wheat, 2001 Updated: 2010 2 Contents: General Works: p. 3 Spanish and Mexican Eras: p. 11 Republic and State of Texas (19th century): p. 32 Texas since 1900: p. 38 Biography / Autobiography: p. 47 Community and Regional History: p. 56 The Border: p. 71 Education: p. 83 Business, Professions, and Labor: p. 91 Politics, Suffrage, and Civil Rights: p. 112 Race Relations and Cultural Identity: p. 124 Immigration and Illegal Aliens: p. 133 Women’s History: p. 138 Folklore and Religion: p. 148 Juvenile Literature: p. 160 Music, Art, and Literature: p. 162 Language: p. 176 Spanish-language Newspapers: p. 180 Archives and Manuscripts: p. 182 Music and Sound Archives: p. 188 Photographic Archives: p. 190 Prints and Photographs Collection (PPC): p. 190 Indexes: p. -
Texas on the Mexican Frontier
Texas on the Mexican Frontier Texas History Chapter 8 1. Mexican Frontier • Texas was vital to Mexico in protecting the rest of the country from Native Americans and U.S. soldiers • Texas’ location made it valuable to Mexico 2. Spanish Missions • The Spanish had created missions to teach Christianity to the American Indians • The Spanish also wanted to keep the French out of Spanish-claimed territory 3. Empresarios in Texas • Mexico created the empresario system to bring new settlers to Texas • Moses Austin received the first empresario contract to bring Anglo settlers to Texas. 4. Moses Austin Moses Austin convinced Mexican authorities to allow 300 Anglo settlers because they would improve the Mexican economy, populate the area and defend it from Indian attacks, and they would be loyal citizens. 5. Moses Austin His motivation for establishing colonies of American families in Texas was to regain his wealth after losing his money in bank failure of 1819. He met with Spanish officials in San Antonio to obtain the first empresario contract to bring Anglo settlers to Texas. 6. Other Empresarios • After Moses Austin death, his son, Stephen became an empresario bring the first Anglo-American settlers to Texas • He looked for settlers who were hard- working and law abiding and willing to convert to Catholicism and become a Mexican citizen • They did NOT have to speak Spanish 7. Other Empresarios • His original settlers, The Old Three Hundred, came from the southeastern U.S. • Austin founded San Felipe as the capital of his colony • He formed a local government and militia and served as a judge 8. -
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 .................................................................................................