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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. -
From Porciones to Colonias: the Power of Place- and Community-Based Learning in K-12 Education— a Case Study from the Lower Rio Grande Valley of Texas
From Porciones to Colonias: The Power of Place- and Community-Based Learning in K-12 Education— A Case Study From the Lower Rio Grande Valley of Texas Edited by Edna C. Alfaro Roseann Bacha-Garza Margaret Dorsey Sonia Hernandez Russell K. Skowronek Project AC-50252-12 Sponsored by The National Endowment for the Humanities Project Conducted by The Community Historical Archaeology Project with Schools Program The University of Texas—Pan American Edinburg, Texas 2014 Published by CHAPS at The University of Texas—Pan American Edinburg, TX Copyright © 2104 Edna Alfaro, Roseann Bacha-Garza, Margaret Dorsey, Sonia Hernandez, and Russell K. Skowronek All Rights Reserved No part of this publication may be reproduced, stored in retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without prior permission of the publisher. Printed in the United States of America Translated by José Dávila-Montes, Associate Professor of Translation and Interpreting at the University of Texas at Brownsville Original cover artist: Daniel Cardenas-Studio Twelve01 at the University of Texas—Pan American ii Dedicated to The University of Texas-Pan American— As we come to the close of this institution and opening of the new University of Texas-Rio Grande Valley, we want to remember from where the seed for the CHAPS Program was planted and look forward to future growth for years to come. iii List of Lesson Plans and Presentations Elementary School Level Ruby Aguilar Lesson Plan: Linking History and Science -
The Exploration and Preliminary Colonization of the Seno
THE EXPLORATION AND PRELIMINARY COLONIZATION OF THE SENO MEXICANO UNDER DON JOSÉ DE ESCANDÓN (1747-1749): AN ANALYSIS BASED ON PRIMARY SPANISH MANUSCRIPTS A Dissertation by DEBBIE S. CUNNINGHAM Submitted to the Office of Graduate Studies of Texas A&M University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY August 2010 Major Subject: Hispanic Studies THE EXPLORATION AND PRELIMINARY COLONIZATION OF THE SENO MEXICANO UNDER DON JOSÉ DE ESCANDÓN (1747-1749): AN ANALYSIS BASED ON PRIMARY SPANISH MANUSCRIPTS A Dissertation by DEBBIE S. CUNNINGHAM Submitted to the Office of Graduate Studies of Texas A&M University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Approved by: Chair of Committee, Brian Imhoff Committee Members, Stephen Miller Nancy Joe Dyer Armando Alonzo April Hatfield Head of Department, J. Lawrence Mitchell August 2010 Major Subject: Hispanic Studies iii ABSTRACT The Exploration and Preliminary Colonization of the Seno Mexicano Under Don José de Escandón (1747-1749): An Analysis Based on Primary Spanish Manuscripts. (August 2010) Debbie S. Cunningham, B.A., The University of Texas of the Permian Basin; B.A., Texas State University; M.A., Texas A&M University; M.S., Texas State University Chair of Advisory Committee: Dr. Brian Imhoff In 1747, José de Escandón led an expeditionary force into the Seno Mexicano, the remote northern frontier of New Spain, which had developed into a safe haven for rebellious natives who had fled to the region as they resisted Spanish domination in the interior provinces. News of foreign encroachment into the region prompted officials in New Spain to renew their efforts to explore and pacify the region. -
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. -
Spanish Colonial and Mexican National Content Module
Texas History Spanish Colonial and Mexican National Eras Content Module This content module has been curated using existing Law-Related Education materials along with images available for public use. This resource has been provided to assist educators with delivering the Texas Essential Knowledge and Skills for middle school Texas History. This content module may be utilized as a tool to help supplement instruction. It is not intended to be a complete unit of study. Note: Arrows have been placed throughout the module to indicate areas where students should interact with the module. All rights reserved. Permission is granted for these materials to be reproduced for classroom use only. No part of these materials may be reproduced in any other form or for any other purpose without the written consent of Law Related Education, State Bar of Texas. For additional information on the LRE Program, please go to www.texaslre.org Spanish Colonial (late 1600s to early 1800s) and Mexican National (1821-1836) Era On the map below, circle Spain , Mexico, and the area we call Texas today. Source: https://lccn.loc.gov/78692118 Read the summary of this era of Texas History below and highlight or underline 3 key words that stand out and help to explain the summary. Spain gave up the search for gold during the Spanish Colonial period and turned their focus to establishing presidios and missions, as well as converting native inhabitants to Catholicism. Spain established missions throughout present-day Texas and laid claim to much of the land in Central America, and Mexico in North America. -
Patricia Osante Orígenes Del Nuevo Santander (1748-1772)
Patricia Osante Orígenes del Nuevo Santander (1748-1772) México Universidad Nacional Autónoma de México Instituto de Investigaciones Históricas/ Universidad Autónoma de Tamaulipas Instituto de Investigaciones Históricas 1997 304 p. Mapas y cuadros (Historia Novohispana, 59) ISBN 968-36-5821-0 Formato: PDF Publicado en línea: 19 de octubre de 2016 Disponible en: http://www.historicas.unam.mx/publicaciones/publicadigital /libros/origenes_nuevo/santander.html DR © 2016, Universidad Nacional Autónoma de México-Instituto de Investigaciones Históricas. Se autoriza la reproducción sin fines lucrativos, siempre y cuando no se mutile o altere; se debe citar la fuente completa y su dirección electrónica. De otra forma, se requiere permiso previo por escrito de la institución. Dirección: Circuito Mtro. Mario de la Cueva s/n, Ciudad Universitaria, Coyoacán, 04510. Ciudad de México V LA CRISIS POLÍTICA, ECONÓMICA YSOCIAL DEL NUEVO SANTANDER tos RESULTADOS DE LA COLONIZACIÓN El real gobierno,Escandón y el grupo enel poder Durante la primera etapa de fundación y consolidación de las villas del Nuevo Santander, es decir, entre 1748 y 1752, existe la certeza de que los resultados obtenidos en la provincia respondieron en mucho a las expec tativas que se habían formulado las autoridades reales y los.inversionistas que tomaron parte en la empresa escandoniana. Ni duda cabe que desde el inicio de la ocupación se presentaron serios roces entre las autoridades encargadas del gobierno militar y espiritual de dicho territorio. No obs tante la pertinaz oposición de los franciscanos, en el lapso de los primeros nueve años, Escandón y los hombres prominentes lograron afianzar su posición como grupo dominante en detrimento de los intereses de la mayor parte de los pobladores, incluidos los mencionados misioneros. -
The Underground Railroad: a Study of the Routes from Texas to Mexico
The Underground Railroad: A Study of the Routes From Texas to Mexico Georgia Redonet Long Middle School INTRODUCTION The Underground Railroad gave the hope of freedom to enslaved people living in the American South. Most Americans are familiar with the basic workings of the Railroad and most know the story of Harriet Tubman, one of its famous conductors. The intricacies of the plans for escape are not as familiar to most people. Few are aware that not everyone ran away to the northern states and Canada. Texas was too far to the west to make escaping to the American North a practical choice. Texas slaves were more likely to runaway to Mexico. Whether the term ―Underground Railroad‖ was actually used to describe the pathways followed by those escaping to freedom in Mexico is not clear. I have chosen to use it in my title because it is recognizable to most people as an identification of escape routes from servitude in the United States. The lesson plans for this curriculum unit will be centered on geography, the process of planning, and research. There will be a contemporary connection to this unit of study. Many of our students at Jane Long Middle School in Houston, Texas are refugees. Their families also had to make plans for escape. They have also gained freedom at a price. Like those who escaped slavery, they too have been separated from family and friends and may never see them again. Any projects involving my students‘ experiences will be on a voluntary basis. For some, the memories may be too recent to share with others. -
Why Invite Foreign Colonists? Grade 4 & 7
Texas Historical Commission Why Invite Foreign Colonists? Grade 4 & 7 Virtual Field Trip visitsanfelipedeaustin.com Learning Guide Grade 4 & 7 Why Invite Foreign Colonists? Overview: A New Beginning for Texas In Part 2 in the Empresario series from the Texas Historical Commission’s San Felipe de Austin site, learners explore how the introduction of colonists from other nations impacted the development of Texas. The activities provide learners the opportunity to analyze primary source documents related to the settlement efforts. An introductory video is also included. Map of Coahuila y Tejas with land grants,1833. Wiki Creative Commons. Objectives • Identify reasons for and strategies used in developing colonization by foreign citizens in 19th century Texas. • Demonstrate understanding of a filibuster expedition. • Analyze primary source documents. • Reflect on the 1825 laws of colonization. Social Studies TEKS 4th Grade: 4.2 A E, 4.8 C, 4.12 C, 4.14 B, 4.15 A, 4.21 A B, 4.23 7th Grade: 7.2 D E F, 7.10 A B, 7.20 A B, 7.23 Resources • Video: Why Invite Foreign Colonists? (THC YouTube) https://www.youtube.com/ watch?v=D-jWBp6RG-0&feature=youtu.be • Activity 1: Why Invite Foreign Colonists? video activity resource • Activity 2: Coahuila y Tejas Colonization Law of 1825 activity resource (adapted and full versions) • Activity 3: Journal Reflection activity resourcePrimary Source Document: Coahuila y Tejas Colonization Law of 1825 (transcription, adapted and full versions) 2 Vocabulary ayuntamiento (ah yoon tah me EHN toh) noun: a city or town -
Victoria, Tam
PERIODICO OFICIAL ORGANO DEL GOBIERNO CONSTITUCIONAL DEL ESTADO LIBRE Y SOBERANO DE TAMAULIPAS REGISTRO POSTAL Responsable PD-TAM-009 09 21 PUBLICACION PERIODICA AUTORIZADO POR SEPOMEX SECRETARIA GENERAL DE GOBIERNO Tomo CXXV Cd. Victoria, Tam. Miércoles 22 de Marzo del 2000 ANEXO AL P.O. No. 24 PLAN MUNICIPAL DE DESARROLLO VICTORIA, TAM. T O R I A , T A V I C M D A U A L D I P I U A C S 6 DE OCTUBRE DE 1750 Plan Municipal de Desarrollo 1999-2001 VICTORIA,TAMAULIPAS Ernesto Zedillo Ponce de León Sra. Nilda Patricia Velasco de Zedillo Presidente Constitucional Presidenta D.I.F. Nacional de los Estados Unidos Mexicanos Tomás Yarrington Ruvalcaba Sra. María Antonieta Morales de Yarrington Gobernador Constitucional de Tamaulipas Presidenta D.I.F. Tamaulipas Enrique Cárdenas del Avellano Sra. María Eva Juárez de Cárdenas Presidente Municipal de Victoria, Tam. Presidenta D.I.F. Victoria, Tam. El Municipio Libre es la base de la división territorial y de la organización política y administrativa en México. Es ahí donde mejor se expresa la voluntad popular, se fragua la identidad democrática que distingue a nuestra sociedad plural y diversa. Es el espacio vital en el que las personas pueden mejorar su nivel de vida. Es construir la Patria desde abajo, desde dentro. En el Plan Municipal de Desarrollo 1999 - 2001, se hace referencia en repetidas ocasiones, al término victorenses, se refiere no sólo a los que nacieron dentro de los límites municipales, sino a los que hacen diariamente de su estilo de vida, una adopción de Ciudad Victoria y quieren a Tamaulipas como el lugar donde encuentran su vocación de servicio. -
The Streets of Laredo: Reevaluating the Vernacular Urbanism of Old Nuevo Santander
85THACSA ANNUAL MEETING ANDTECHNOLOGY CONFERENCE 34 1 The Streets of Laredo: Reevaluating the Vernacular Urbanism of Old Nuevo Santander RAFAEL LONGORIA University of Houston STEPHEN FOX Anchorage Foundation of Texas As part of the last Spanish colonization effort in the New area with the highest percentage of Mexican-American World, don Jose de Escandon, Conde de la Sierra Gorda, residents. coordinated settlement of the Mexican province of Nuevo Between 1749 and 1755 Escandon established twenty Santander, which comprised the present Mexican state of towns in the province of Nuevo Santander.' These included Tamaulipas and most of the U.S. state of Texas south of the a string of villages along the Rio Grande, the far north edge Nueces River. Of the towns Escandon established in Nuevo of settlement: Camargo (1749), Reynosa (1749), Revilla Santander in the middle of the 18th century, the five located (1750, now called Guerrero Viejo), Mier (1 752), and Laredo near the Rio Grande (Rio Bravo del Norte) ended up on either (1755). In the earliest years of Nuevo Santander, property side of the international border between Mexico and the was held communally by the residents in each settlement. In United States. One of these, Laredo, Texas, is now in the 1767 a royal commission surveyed town sites and pasturage United States. Laredo is defined by its Mexican Creole allotments and distributed titles to private property among architecture and urban spatiality. Architecture materially settlers. Along the Rio Grande, each household received a represents community identity in this, the U.S. metropolitan town lot on which to build a house and a porcidn, a long, narrow, 5,300-acre tract of land with river frontage, on which to raise livestock. -
Guerrero Viejo History Suspended in Time
Guerrero Viejo History Suspended In Time Carlos Rugerio Cázares* ntigua Ciudad Guerrero, better known as de Escandón in the mid-eighteenth century. For Guerrero Viejo, is a ghost town. Built dur - almost 200 years, the Spanish had not been able A in g the colonial period on the bor der be - to penetrate the northeastern part of the land tween what are now Tamaulipas and Texas, the they conquered in 1521, a region inhabited by city was abandoned in the mid-twentieth century warring-hunting tribes in the Huasteca region. and then submerged under the lake created by the Even when they managed to create settlements in International Falcon Dam. northern territories like Nuevo Reyno de León, Guerrero Viejo (previously known as Revilla) Coahuila and Texas, most of Nuevo Santander was founded as part of the colonization of Nuevo remained outside their control. In addition to the Santander (today known as Tamaulipas) by José problem of the local warring tribes, there was an external risk factor: during the second half of the * Architec specializing in restoration and president of eighteenth century, the French took over the Loui - the Antigua Ciudad Guerrero Restoration Trust. siana or Mobile territory, subjugating several indi - Photos by Gustavo Ramírez. genous tribes. This allowed them to penetrate 100 Texas, part of New Spain, where they confront ed border. The town was named after the then- viceroy the Spanish. This was of concern to the authorities of New Spain, Juan Fran cisco de Güemes y Hor - in Mexico, who clearly saw the risk of losing Texas casitas, the first Count of Revillagigedo. -
Nicholas Trammell's Difficulties in Mexican Texas
East Texas Historical Journal Volume 38 Issue 2 Article 7 10-2000 Nicholas Trammell's Difficulties in Mexicanexas T Jack Jackson 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 Jackson, Jack (2000) "Nicholas Trammell's Difficulties in Mexicanexas, T " East Texas Historical Journal: Vol. 38 : Iss. 2 , Article 7. Available at: https://scholarworks.sfasu.edu/ethj/vol38/iss2/7 This Article is brought to you for free and open access by the Journals 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 15 NICHOLAS TRAMMELL'S DIFFICULTIES IN MEXICAN TEXAS by Jack Jackson BLAZING TRAMMELL'S TRACE Nick Trammell's "difficulties" on the western frontier preceded his arrival in Mexican Texas and began in the settlements along the White River of Arkansas_ Concerning the Indians of the region, the historical record is contradictory as to Nick's role among them. The Cherokees, a number of whom had moved westward from their Tennessee homes and relocated on the White River, complained to the governor of Missouri Territory in 1813 that bad white men were stealing horses from them and trying to get the tribe to stir up trouble with "honest" whites. At the top of their list were Nick Trammell and his half-brother Morton "Mote" Askins, specifically charged with the theft of twenty Indian ponies, which they intended to se)) in Nacogdoches, Texas.