TEKS Numbers 

To the teacher: We are aware that you have a curriculum timeline and may not have more than 5-15 minutes to address topics that do not fit immediately into that timeline. Numerous activities are short, so that you can work them into your schedule. Others are more in depth. Therefore, it is the teacher's decision whether lesson plans with accompanying videos and activites are used as pre or post instruction to accompany the field trip. 

These plans are often just as appropriate for classes which do not get to make this enjoyable learning experience. After all, what can be more interesting than Texas History?

 

 

 

 

 

 

History Lesson Plans

South Texas September History Kick-Off Integrated Curriculum

History Content*

  1. 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 http://www.texastripper.com/texas-history-timeline. 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 neighbors?
    • 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 Alamo?
    • 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 Diagram.

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 class:

  • 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 http://www.brianburnsmusic.com/schools/s_program.php (1:34).

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 Diagram.

 Extension Question: What is the value of history  preserved in song?

​​“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 Texas?
    • 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 battles.
    • 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 Señor Sularz.

II. 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 Peninsula.

VI. Hunting History and Safety-Game Warden uses past and current artifacts to narrate history and need for safety in the wilds of South Texas. 

 

Back to South Texas September History Kick-Off

 

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