Texas September History Kick-Off Integrated Curriculum
- Brian Burns Concert- Brian Burns’ concert includes songs, poetry, and discussion. Burns website- http://www.brianburnsmusic.com/schools/s_program.php
- Burns does not present full program or full songs online, and teachers may pick and choose excerpts for introductions to broader discussions.
- Before beginning this series, place a linear chart using technology or other classroom tools where it is easily
visible to all class members. Good ones abound. Teachers may already have one in their curriculum. One that starts at the beginning and does not expound on superfluous information can be found at
Always fit event studied into this permanent timeline.
- “Travis Letter from the Alamo”: 5 minutes-Materials-Chart Paper, marker, and
individual sticky dots for each student. You tube Col. William Barrett Travis Letter from the Alamo You tube (1:31): https://www.youtube.com/watch?v=CvcAtLUzWWw
- Historical changes in Communication available today. Post
answers across top of chart. Students place sticky dot under their favorite or most used communication tool today. Sample questions:
- How did people communicate in 1836 almost 200 years ago?
- In 1836, what was the best and fastest way to communicate with
- In 1836, what
was the best and fastest way to communicate long distances?
- If you had been Colonel Travis at the Alamo how would you have sent a message asking for help at the
- Why was Juan Sequin a good choice to carry the famous letter for Travis ?
- “Ballad of the Alamo”: Materials-You tube presentation of song by Marty Robbins https://www.youtube.com/watch?v=CnptKCH44CQ, chart paper, traditional or smart board, Venn
Day 1: (10-20 minutes) Place three words before students: Myth, Legend, Historical
Fact-Divide class into 2 groups. One group looks up the multiple definitions of “myth” while other look for the same regarding “legend”. Each group displays their results and then as a
- Compare and contrast the meanings of myth and legend. Prepare a Venn Diagram.
- Next use https://www.jstor.org/stable/2021436?seq=1#page_scan_tab_contents to discuss the definition of Historical Fact-what it includes and what it does not include.
- Compare and Contrast the
three words: myth, legend, and historical fact in another Venn Diagram.
Day 2: Introduce Marty Robbins (5 minutes) https://www.youtube.com/watch?v=CnptKCH44CQ (3:37), or Brian Burns
Day 3: Time determined by instructive purpose. Display video from yesterday again and have small collaborative student
groups make list of possible mythological references, legends, and historical facts. Depending on how in depth the teacher wishes to go at this time, the time may be short or long.
Day 4: Students continue work in small collaborative
groups to develop historical references which prove or disprove their group claims made in Day 3 assignment and reach a final
conclusion about song’s veracity.
Day 5: Each group displays and presents their findings to the other groups using a Venn
Extension Question: What is the value of history preserved in
“Goliad”-Similarities between Goliad and the Alamo are pronounced. The same strategy taught with “The Ballad of the
Alamo” reinforces compare and contrast strategies of critical thinking. Skip Day 1 and 2 from "...Alamo"; move to Day 3 by showing the following or using other instructive materials from
7th Grade Texas Curriculum.
- A comprehensive video about Goliad is, “The Goliad Massacre” https://www.youtube.com/watch?v=EW_HdUQQ6mc (5:37).
- The “Battles of the Texas Revolution” video https://www.youtube.com/watch?v=WmHVuIo_8wE (13.23) places all of the battles in sequence and context with their timeline. Pertinent question:
- Which of these battles take place in South
- Group Activity: Use a map of Texas from 1835-1836 to show where these battles took place.Individual Activity: Make a personal replication of Texas Map with the location of the
- Extension video: Historical view with Hispanic observation creates objective classroom instruction: “Texas Revolution and Independence” https://www.youtube.com/watch?v=caJx90o36Ks (18:19) uploaded by La Historia del
McMullen County’s Boot Hill- Only South Texas authentic boot hill cemetery and oldest in the nation. Contains
authentic sepulchers and grave stones from 1850’s through 1877. Grave markings with crosses represent authentic occupants of the cemetery but not necessarily in exact location. Reenactments
tell the stories of occupants.
III. FlintKnapper-Display of authentic South Texas Indian arrowheads and tools with demonstration and narrative regarding tribes, purpose,
and native stone. Types of native stone found tell historians and anthropologists the origin of tribes who lived or travelled there.
IV. Youth Roles-Artifacts and visuals demonstrate amount of collective family effort necessary before the coming of industrialization and
modern medicine. J.C.C. Hill account tells about the Mier Expedition and reveals a side of General Antonio López de Santa
Anna not usually found in text assignments. Charlie Brown shows role of young girls and ranching history.
V. Vaquero Traditions-Power Point presentation shows origins of current ranching and rodeo practices which began on the Iberian
VI. Hunting History and Safety-Game Warden uses past and current artifacts to narrate history and need for safety in the wilds of South
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