DOCSLIB.ORG

The Texas Revolution

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
The Texas Revolution Teacher’s Edition Readings + Lesson Plans SAMPLE FOR REVIEWAmy Headley ONLY Victoria Smith Cover design by Joseph Diaz Illustrations by Victoria J. Smith © 2015, 2012, 2006 Splash! Publications 2015, Nystrom Education Edition All rights reserved. Printed in the United States of America Nystrom Education 10200 Jefferson Boulevard, P.O. Box 802 Culver City, CA 90232-0802 United States of America (310) 839-2436 (800) 421-4246 SAMPLE www.NystromEducation.com [email protected] This edition replaces the second edition published by Splash! Publications in 2012. Alterations to the original include minor modifications to style, illustration, and content. Only those pages intended for student use as handouts may be reproduced by the teacher who has purchased this volume. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means—electronic, mechanical, photo- copying, recording—without prior written permission from the publisher. Links to online sources are provided in the teacher pages and text. Please note that these links were valid atFOR the time of production, REVIEW but the websites may have since been discontinued.ONLY ISBN: 978-0-7825-2366-9 Product Code: NYS3162 Teacher’s Guide Welcome! ...................................................................................................v Lesson Plans Geography ..........................................................................................................................vii Wildlife .............................................................................................................................xv History .............................................................................................................................xxii Government and Economy ...........................................................................................xxx Geography Lesson One: Northeast Region ........................................................................................1 Lesson Two: Middle West Region ...................................................................................3 Lesson Three: Southeast Region .....................................................................................5 Lesson Four: Southwest Region .......................................................................................7 Lesson Five: West Region .................................................................................................9 Lesson Six: Regions of Texas ...........................................................................................11 Lesson Seven: Water Resources ..................................................................................... 14 Lesson Eight: PointsSAMPLE of Interest ................................................................................... 18 Wildlife Lesson One: The Animal Kingdom ................................................................................ 27 Lesson Two: Vertebrates ................................................................................................. 30 Lesson Three: Invertebrates ........................................................................................... 33 Lesson Four: Large Mammals ........................................................................................ 36 Lesson Five: Small Mammals ......................................................................................... 41 Lesson Six: Birds ............................................................................................................... 46 Lesson Seven: Fish and Reptiles .................................................................................... 52 Lesson Eight: Amphibians ............................................................................................... 55 LessonFOR Nine: Arthropods ................................................................................................REVIEW ONLY58 iii History Lesson One: First People ................................................................................................63 Lesson Two: Explorers in Texas ....................................................................................68 Lesson Three: Spanish Missions .....................................................................................74 Lesson Four: Americans in Texas ..................................................................................77 Lesson Five: The Texas Revolution ...............................................................................81 Lesson Six: The Republic of Texas .................................................................................84 Lesson Seven: Statehood .................................................................................................89 Lesson Eight: The Civil War ..........................................................................................93 Government and Economy Lesson One: The United States Constitution ............................................................97 Lesson Two: The Bill of Rights ....................................................................................100 Lesson Three: Government ...........................................................................................102 Lesson Four: Citizenship ...............................................................................................106 Lesson Five: Tribal Governments ...............................................................................108 Lesson Six: People in Texas ...........................................................................................111 Lesson Seven: Economy .................................................................................................115 Lesson Eight: Texas’s Early Economy .........................................................................118 Lesson Nine: The Great Depression ............................................................................122 Lesson Ten: World War II ............................................................................................125 Lesson Eleven: Texas Today ..........................................................................................131 Glossary .................................................................................................135 Bibliography .........................................................................................SAMPLE 148 FOR REVIEW ONLY iv Welcome to Texas Studies! Because this curriculum was designed by teachers, we are posi- tive that you will find it to be a very comprehensive program for teaching students about Texas. We would like to take a few moments to familiarize you with the program. The Format Texas Studies, Teacher’s Edition is a two-book set consisting of a Teacher’s Guide and an Activities and Handouts volume. The Teacher’s Guide contains all of the student informa- tion pages that also appears in the Student Edition, which may be purchased in class sets. The Activities and Handouts volume includes all of the activities and student handouts for the curriculum. Our goal is a curriculum that you can use the very first day you receive our materials. There is no need to plan lessons, write comprehension questions, create activities, or define vocabulary words. Simply open the book and start teaching. Texas Studies is divided into four sections. The first section covers United States and Texas Geography, followed by sections on Texas’s Wildlife, Texas’s History, and Texas’s Govern- ment and Economy. Each of the 36 lessons requires students to complete vocabulary cards, read about a Texas topic, and complete a comprehension and language skills activity that will expose them to various standardized test formats. In addition, each lesson includes a balanced mix of lower- and higher-level activities for students to complete. Vocabulary quizzes, mapping, graphing, puzzles, research, writing, time lines, and following direc- tions are the types of activities that will help students learn more about Texas. Whether they’re designing a travel brochure, constructing a Native American dwelling, graphing the egg-laying habits of Texas’s birds, or writing about their adventures as a soldier in the Mexican War, your studentsSAMPLE will marvel at the rich heritage, beauty, and constant activity that Texas has to offer them. The Lesson Plans On the next several pages, you will find the Lesson Plans for the entire curriculum. To help you make copies of the student information pages within this volume, we have listed the page number. These pages correspond exactly to the same pages in the Student Edition. Likewise, to help you refer to or make copies of the activities and handouts, we have listed those page numbers with the initials A&H, for the Activities and Handouts volume (such as A&H:23). The only exception is the Vocabulary Card page, which is A&H:1, and is referenced in many lessons. The answers and grading rubrics for all activities, quizzes, and comprehensionFOR questions are located REVIEW in the back of the Activities and HandoutsONLY book. v Texas Essential Knowledge and Skills in Social Studies Texas Studies was designed in alignment with the Texas Essential Knowledge and Skills in Social Studies (TEKS) standards. These standards serve as a framework for Texas’s social studies curricula by providing student performance expectations in the areas of History; Geography; Economics; Government; Citizenship; Culture; Science, Technology
Load more

Recommended publications
  • Flag Research Quarterly, August 2016, No. 10
    FLAG RESEARCH QUARTERLY REVUE TRIMESTRIELLE DE RECHERCHE EN VEXILLOLOGIE AUGUST / AOÛT 2016 No. 10 DOUBLE ISSUE / FASCICULE DOUBLE A research publication of the North American Vexillological Association / Une publication de recherche de THE FLAGS AND l’Association nord-américaine de vexillologie SEALS OF TEXAS A S I LV E R A NN I V E R S A R Y R E V I S I O N Charles A. Spain I. Introduction “The flag is the embodiment, not of sentiment, but of history. It represents the experiences made by men and women, the experiences of those who do and live under that flag.” Woodrow Wilson1 “FLAG, n. A colored rag borne above troops and hoisted on forts and ships. It appears to serve the same purpose as certain signs that one sees on vacant lots in London—‘Rubbish may be shot here.’” Ambrose Bierce2 The power of the flag as a national symbol was all too evident in the 1990s: the constitutional debate over flag burning in the United States; the violent removal of the communist seal from the Romanian flag; and the adoption of the former czarist flag by the Russian Federation. In the United States, Texas alone possesses a flag and seal directly descended from revolution and nationhood. The distinctive feature of INSIDE / SOMMAIRE Page both the state flag and seal, the Lone Star, is famous worldwide because of the brief Editor’s Note / Note de la rédaction 2 existence of the Republic of Texas (March 2, 1836, to December 29, 1845).3 For all Solid Vexillology 2 the Lone Star’s fame, however, there is much misinformation about it.
    [Show full text]
  • Houston Asian American Archive Chao Center for Asian Studies
    Houston Asian American Archive Chao Center for Asian Studies, Rice University Interviewee: Nancy Elaine Saibara-Naritomi Interviewers: Dae Shin Ju, Sarah Elizabeth Craig Date/ Time of Interview: June 11, 2012, at 2:30 PM Transcribed by: Dae Shin Ju, Sarah Elizabeth Craig Audio Track Time: 1:59:30 Edited by: Anna Ta (May 28, 2017) Background: Nancy Saibara-Naritomi was born in Pasadena, Texas in 1953. She is fourth- generation Japanese-American, the great-granddaughter of Seito Saibara, who was a leader among the Japanese rice farmers who settled near Houston in the early 1900s. After graduating from high school in Pasadena, Nancy attended the University of Houston for three years. During this time, she worked as a hostess at the Tokyo Gardens Japanese restaurant. She decided to drop out of college and found work as a nurse aide at Methodist hospital. Through her grandparents, she met Dr. Naritomi, a Japanese citizen who was in the U.S. for a period of three years to do research. She married Dr. Naritomi and moved back to Japan with him in 1979. She was a childcare giver and homemaker when her two daughters were young, and later got a part-time job teaching English conversation. She divorced in 2000, and continued to live in Japan and teach English until 2006, when she returned to Houston to care for her mother. Since returning to Houston, she has been active in several social justice organizations and is a member of the KPFT Board. Setting: The interview centers on the areas of labor and capital to develop a working history around the context of family history, childhood experiences, employment, and family life.
    [Show full text]
  • Coronado National Memorial Historical Research Project Research Topics Written by Joseph P. Sánchez, Ph.D. John Howard White
    Coronado National Memorial Historical Research Project Research Topics Written by Joseph P. Sánchez, Ph.D. John Howard White, Ph.D. Edited by Angélica Sánchez-Clark, Ph.D. With the assistance of Hector Contreras, David Gómez and Feliza Monta University of New Mexico Graduate Students Spanish Colonial Research Center A Partnership between the University of New Mexico and the National Park Service [Version Date: May 20, 2014] 1 Coronado National Memorial Coronado Expedition Research Topics 1) Research the lasting effects of the expedition in regard to exchanges of cultures, Native American and Spanish. Was the shaping of the American Southwest a direct result of the Coronado Expedition's meetings with natives? The answer to this question is embedded throughout the other topics. However, by 1575, the Spanish Crown declared that the conquest was over and the new policy of pacification would be in force. Still, the next phase that would shape the American Southwest involved settlement, missionization, and expansion for valuable resources such as iron, tin, copper, tar, salt, lumber, etc. Francisco Vázquez de Coronado’s expedition did set the Native American wariness toward the Spanish occupation of areas close to them. Rebellions were the corrective to their displeasure over colonial injustices and institutions as well as the mission system that threatened their beliefs and spiritualism. In the end, a kind of syncretism and symbiosis resulted. Today, given that the Spanish colonial system recognized that the Pueblos and mission Indians had a legal status, land grants issued during that period protects their lands against the new settlement pattern that followed: that of the Anglo-American.
    [Show full text]
  • Six Flags of Texas
    SIX FLAGS OF TEXAS 1685–1689 French flag possibly used by René-Robert Cavelier, Sieur de La Salle, during the French colonization of Texas 1690–1785 State flag and ensign of New Spain, also known as the Cross of Burgundy flag 1785–1820 Spanish state flag on land 1821–1823 Flag of the first Mexican Empire 1823–1836 First flag of the Mexican Republic, flown over soil claimed by Mexico until the Texas Revolution 1836–1839; 1839–1879 The "Burnet Flag," used from December 1836 to 1839 as the national flag of the Republic of Texas until it was replaced by the currently used "Lone Star Flag"; it was the de jure war flag from then until 1879 1839–1845/1846 Republic of Texas national flag from 1839-1845/1846 (identical to modern state flag) 1845–1861, 1865–present US flag in 1846 when Texas became part of the Union 1861–1865 CS flag in 1861 when Texas became a part of the Confederacy (for further CS flags, see CS flag: National flags) Secession flags of Texas, 1861[ In early 1861, between the secession of Texas from the U.S. and its accession to the Confederacy, Texas flew an unofficial, variant flag of Texas with fifteen stars, representing the fifteen states. No drawings exist of the flag, there are only imprecise descriptions. The flag may have been based on the state flag or the Bonnie Blue Flag.[23] Possible secession flag based on the state flag Possible secession flag based on the Bonnie Blue Flag State flag over Texas 1845–present Flag of the State of Texas in the United States of America TH BATTLE FLAG OF THE 4 TEXAS The 4th Texas carried two different battle flags during the Civil War.
    [Show full text]
  • Guide to the American Petroleum Institute Photograph and Film Collection, 1860S-1980S
    Guide to the American Petroleum Institute Photograph and Film Collection, 1860s-1980s NMAH.AC.0711 Bob Ageton (volunteer) and Kelly Gaberlavage (intern), August 2004 and May 2006; supervised by Alison L. Oswald, archivist. August 2004 and May 2006 Archives Center, National Museum of American History P.O. Box 37012 Suite 1100, MRC 601 Washington, D.C. 20013-7012 [email protected] http://americanhistory.si.edu/archives Table of Contents Collection Overview ........................................................................................................ 1 Administrative Information .............................................................................................. 1 Arrangement..................................................................................................................... 3 Biographical / Historical.................................................................................................... 2 Scope and Contents........................................................................................................ 2 Names and Subjects ...................................................................................................... 4 Container Listing ............................................................................................................. 6 Series 1: Historical Photographs, 1850s-1950s....................................................... 6 Series 2: Modern Photographs, 1960s-1980s........................................................ 75 Series 3: Miscellaneous
    [Show full text]
  • Toxicological Profile for Jp-5, Jp-8, and Jet a Fuels
    TOXICOLOGICAL PROFILE FOR JP-5, JP-8, AND JET A FUELS U.S. DEPARTMENT OF HEALTH AND HUMAN SERVICES Public Health Service Agency for Toxic Substances and Disease Registry March 2017 JP-5, JP-8, AND JET A FUELS ii DISCLAIMER Use of trade names is for identification only and does not imply endorsement by the Agency for Toxic Substances and Disease Registry, the Public Health Service, or the U.S. Department of Health and Human Services. JP-5, JP-8, AND JET A FUELS iii UPDATE STATEMENT A Toxicological Profile for JP-5, JP-8, and Jet A Fuels, Draft for Public Comment was released in February 2016. This edition supersedes any previously released draft or final profile. Toxicological profiles are revised and republished as necessary. For information regarding the update status of previously released profiles, contact ATSDR at: Agency for Toxic Substances and Disease Registry Division of Toxicology and Human Health Sciences Environmental Toxicology Branch 1600 Clifton Road NE Mailstop F-57 Atlanta, Georgia 30329-4027 JP-5, JP-8, AND JET A FUELS iv This page is intentionally blank. JP-5, JP-8, AND JET A FUELS v FOREWORD This toxicological profile is prepared in accordance with guidelines* developed by the Agency for Toxic Substances and Disease Registry (ATSDR) and the Environmental Protection Agency (EPA). The original guidelines were published in the Federal Register on April 17, 1987. Each profile will be revised and republished as necessary. The ATSDR toxicological profile succinctly characterizes the toxicologic and adverse health effects information for these toxic substances described therein. Each peer-reviewed profile identifies and reviews the key literature that describes a substance's toxicologic properties.
    [Show full text]
  • 1872: Survivors of the Texas Revolution
    (from the 1872 Texas Almanac) SURVIVORS OF THE TEXAS REVOLUTION. The following brief sketches of some of the present survivors of the Texas revolution have been received from time to time during the past year. We shall be glad to have the list extended from year to year, so that, by reference to our Almanac, our readers may know who among those sketches, it will be seen, give many interesting incidents of the war of the revolution. We give the sketches, as far as possible, in the language of the writers themselves. By reference to our Almanac of last year, (1871) it will be seen that we then published a list of 101 names of revolutionary veterans who received the pension provided for by the law of the previous session of our Legislature. What has now become of the Pension law? MR. J. H. SHEPPERD’S ACCOUNT OF SOME OF THE SURVIVORS OF THE TEXAS REVOLUTION. Editors Texas Almanac: Gentlemen—Having seen, in a late number of the News, that you wish to procure the names of the “veteran soldiers of the war that separated Texas from Mexico,” and were granted “pensions” by the last Legislature, for publication in your next year’s Almanac, I herewith take the liberty of sending you a few of those, with whom I am most intimately acquainted, and now living in Walker and adjoining counties. I would remark, however, at the outset, that I can give you but little information as to the companies, regiments, &c., in which these old soldiers served, or as to the dates, &c., of their discharges.
    [Show full text]
  • Study Guide: Chapter 11 – Expanding West
    Name: ________________________________________________________ Date:______________ Period: _______ Teacher: Mize Study Guide: Chapter 11 – Expanding West Vocabulary Instructions: Match the following term with its definition. Try to complete this part without help first and then check your answers using your notes. _____ Mountain Men A. Spanish mission in San Antonio, Texas, that was the site of a famous battle of the Texas Revolution in 1836. _____ Oregon Trail B. Spanish colonists in California in the 1800s. C. A revolt against Mexico by American settlers in California who _____ Mormons declared the territory an independent republic. D. A gold-seeker who moved to California during the gold rush. _____ Empresarios E. U.S. purchase of land from Mexico that included the southern parts of present-day Arizona and New Mexico. _____ Alamo F. Agents who were contracted by the Mexican republic to bring settlers to Texas in the early 1800s. _____ Battle of San Jacinto G. A treaty that ended the Mexican War and gave the United States much of Mexico’s northern territory. _____ Manifest Destiny H. To search for gold. I. Men hired by eastern companies to trap animals for fur in the _____ Californios Rocky Mountains and other western regions of the United States. J. A group of western travelers who were stranded in the Sierra _____ Bear Flag Revolt Nevada during the winter of 1846-47; only 45 of the party’s 87 members survived. _____ Treaty of Guadalupe Hidalgo K. A belief shared by many Americans in the mid-1800s that the United States should expand across the continent to the Pacific _____ Gadsden Purchase Ocean.
    [Show full text]
  • Texas Co-Op Power • December 2019
    1912_local covers black.qxp 11/12/19 7:54 AM Page 5 COMANCHE ELECTRIC COOPERATIVE DECEMBER 2019 Origins of the Lone Star Nixon vs. Co-ops Desert Vistas Tamale Time The making—and eating—of tamales signals the start of the season Since 1944 December 2019 FAVORITES The blueprint for Texas’ 5 Letters iconic lone star is some- what of a mystery. 6 Currents 18 Co-op News Get the latest information plus energy and safety tips from your cooperative. 29 Texas History Nixon’s Attack on Co-ops By Ellen Stader 31 Retro Recipes Cookies & Candies 35 Focus on Texas Photo Contest: Deserts 36 Around Texas List of Local Events 38 Hit the Road Camp Street Blues By Chet Garner ONLINE TexasCoopPower.com Find these stories online if they don’t FEATURES appear in your edition of the magazine. Texas USA A Star Is Born Texas’ iconic lone star may trace its origins The Southwestern Tempo 8 to 1817 Mexican coins. Excerpt by J. Frank Dobie By Clay Coppedge Observations Lazarus the Bug The Call of the Tamalada Making tamales is a holiday By Sheryl Smith-Rodgers 10 tradition, though eating them never ends. Story by Eileen Mattei | Photos by John Faulk NEXT MONTH Texas Feels a Draft Craft breweries bring entertainment and economic opportunity to communities. 31 38 29 35 STAR: JACK MOLLOY. BEER: MAXY M | SHUTTERSTOCK.COM ON THE COVER Celia Galindo helps continue a tamalada tradition started by her grandmother in 1949 in Brownsville. Photo by John Faulk TEXAS ELECTRIC COOPERATIVES BOARD OF DIRECTORS: Alan Lesley, Chair, Comanche; Robert Loth III, Vice Chair, Fredericksburg; Gary Raybon, Secretary-Treasurer, El Campo; Mark Boyd, Douglassville; Greg Henley, Tahoka; Billy Jones, Corsicana; David McGinnis, Van Alstyne • PRESIDENT/CEO: Mike Williams, Austin • COMMUNICATIONS & MEMBER SERVICES COMMITTEE: Marty Haught, Burleson; Bill Hetherington, Bandera; Ron Hughes, Sinton; Boyd McCamish, Littlefield; Mark McClain, Roby; John Ed Shinpaugh, Bonham; Robert Walker, Gilmer; Brandon Young, McGregor • MAGAZINE STAFF: Martin Bevins, Vice President, Communications & Member Services; Charles J.
    [Show full text]
  • Mining Wars: Corporate Expansion and Labor Violence in the Western Desert, 1876-1920
    UNLV Theses, Dissertations, Professional Papers, and Capstones 2009 Mining wars: Corporate expansion and labor violence in the Western desert, 1876-1920 Kenneth Dale Underwood University of Nevada Las Vegas Follow this and additional works at: https://digitalscholarship.unlv.edu/thesesdissertations Part of the Latin American History Commons, Social History Commons, and the United States History Commons Repository Citation Underwood, Kenneth Dale, "Mining wars: Corporate expansion and labor violence in the Western desert, 1876-1920" (2009). UNLV Theses, Dissertations, Professional Papers, and Capstones. 106. http://dx.doi.org/10.34917/1377091 This Dissertation is protected by copyright and/or related rights. It has been brought to you by Digital Scholarship@UNLV with permission from the rights-holder(s). You are free to use this Dissertation in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s) directly, unless additional rights are indicated by a Creative Commons license in the record and/or on the work itself. This Dissertation has been accepted for inclusion in UNLV Theses, Dissertations, Professional Papers, and Capstones by an authorized administrator of Digital Scholarship@UNLV. For more information, please contact [email protected]. MINING WARS: CORPORATE EXPANSION AND LABOR VIOLENCE IN THE WESTERN DESERT, 1876-1920 by Kenneth Dale Underwood Bachelor of Arts University of Southern California 1992 Master
    [Show full text]
  • Promise Beheld and the Limits of Place
    Promise Beheld and the Limits of Place A Historic Resource Study of Carlsbad Caverns and Guadalupe Mountains National Parks and the Surrounding Areas By Hal K. Rothman Daniel Holder, Research Associate National Park Service, Southwest Regional Office Series Number Acknowledgments This book would not be possible without the full cooperation of the men and women working for the National Park Service, starting with the superintendents of the two parks, Frank Deckert at Carlsbad Caverns National Park and Larry Henderson at Guadalupe Mountains National Park. One of the true joys of writing about the park system is meeting the professionals who interpret, protect and preserve the nation’s treasures. Just as important are the librarians, archivists and researchers who assisted us at libraries in several states. There are too many to mention individuals, so all we can say is thank you to all those people who guided us through the catalogs, pulled books and documents for us, and filed them back away after we left. One individual who deserves special mention is Jed Howard of Carlsbad, who provided local insight into the area’s national parks. Through his position with the Southeastern New Mexico Historical Society, he supplied many of the photographs in this book. We sincerely appreciate all of his help. And finally, this book is the product of many sacrifices on the part of our families. This book is dedicated to LauraLee and Lucille, who gave us the time to write it, and Talia, Brent, and Megan, who provide the reasons for writing. Hal Rothman Dan Holder September 1998 i Executive Summary Located on the great Permian Uplift, the Guadalupe Mountains and Carlsbad Caverns national parks area is rich in prehistory and history.
    [Show full text]
  • National History Bowl National Championships Playoff Round 3
    National History Bowl National Championships Playoff Round 3 Round: Supergroup Group Room: Reader: Scorekeep: Team Names, including letter designation if needed, go in the large boxes to the right. TU# Bonus Bonus Points Cumulative Score Bonus Points Cumulative Score 1 Quarter 1 2 Tossups Only 3 4 Put a "10" in the 5 column of the team 6 that answers correctly. 7 Otherwise leave box 8 blank. 9 10 1 Quarter 2 2 Tossups and bonuses 3 Put "10" in the team's 4 column. Otherwise, 5 leave box blank. 6 For bonuses, put "0" or 7 Substitutions allowed between Qtrs all "10" in the bonus 8 column. 9 10 Quarter 3 points points 60 sec. rds - trailing team Lightning Lightning goes first. 10 pts each. Bounceback Bounceback 20 pt bonus for sweep! Total Total 1 Quarter 4 2 Tossups worth 30, 20, or 3 10 points each 4 Put the appropriate 5 number in the column of 6 the team that answers 7 correctly. Otherwise leave 8 box blank. 9 10 Tiebreakers 1 Tiebreak questions Tie Breaker (Sudden are only used 2 have no point value Victory) to determine winner! 3 at all! Final Score NHBB Nationals Bowl 2017-2018 Bowl Playoff Packet 3 Bowl Playoff Packet 3 First Quarter (1) This organization's creation was built on a \risk theory" that its rival would allow it to become a superpower rather than risk a pitched battle. This organization was expanded under three Novelles, the first of which ordered the creation of four Nassau class ships. This force was expanded by Alfred von Tirpitz, which responded to the Great Britain's Dreadnought with an arms race prior to WWI.
    [Show full text]