Arts and Humanities Commons^™

“If It Hadn’T Been For Writing, I Think I Would Have Lost My Mind:” Resilient Dwelling And Rhetorical Agency In Prison Writing, Maggie Shelledy

Writing and Language Studies Faculty Publications and Presentations

No abstract provided.

Teaching In A Multicultural And Demanding Society, Khalid Aada

Writing and Language Studies Faculty Publications and Presentations

What does involve leading a new experience of teaching and learning under the new paradigm of a true knowledge society? Is it about mastering the teaching experience through critical reflection, or knowing the natural and social environment in its multiple interactions? Isn’t it about favoring an educational environment where students are not only limited to participate in a traditional way, but expect to find meaning to their learning experience and be able to build the acquired knowledge? This article allows to identify different stages in the new educational models within a multicultural environment. In other words, a field where teachers …

How To Promote Education For Sustainable Development? Vision Of The Educational Situation And Its Contribution To Sustainable Development., Khalid Aada

Writing and Language Studies Faculty Publications and Presentations

During the last decade, the importance of leaving a rational paradigm, debtor of functionalist and utilitarian models, towards another more congruent with the preservation of natural resources, and therefore of life, has been widely discussed. In the same way, different voices have been raised, pointing out the urgency of inserting these precepts into the educational field, hoping to achieve the true cultural transformation that is needed to consolidate the change. Multiple International Entities promote sustainability in Education as an initiative that should be ambitious, complex and reforming character, given the global scope of the social, economic and environmental situation affecting …

The Shape Of Translation Policy: A Comparison Of Policy Determinants In Bangor And Brownsville, Gabriel Gonzalez Nunez

Writing and Language Studies Faculty Publications and Presentations

RÉSUMÉ L’idée qu’il y a quelque chose que les chercheurs appellent «politique de traduction» existe depuis les tout débuts de ce domaine. Au fur et à mesure que les études avancent, de nouvelles perspectives continuent de contribuer à notre compréhension de l’évolution de la politique de traduction. D’une manière générale, ces études ont tendance à examiner de près le rôle que jouent les autorités dans la définition de la politique de traduction. Une telle approche a permis de dégager des perspectives utiles et, dans un avenir prévisible, elle continuera probablement d’offrir des perspectives enrichissantes. Mais souvent, la politique de traduction …

Propaganda, Patriotism, And News: Printing Discovered And Intercepted Letters In England, 1571–1600, Gary Schneider

Literatures and Cultural Studies Faculty Publications and Presentations

In this article I propose that the relatively few intercepted and discovered letters printed during the reign of Elizabeth I fall chiefly into three categories: they were published as propaganda, as patriotic statement, and as news reportage. Although Elizabeth and her ministers published intercepted and discovered letters on a strictly ad hoc and contingent basis, the pamphlets and books in which these letters appear, along with associated ideo-logical and polemical material, reveals determined uses of intercepted and discovered letters in print. Catholics likewise printed intercepted letters as propaganda to confront Elizabeth’s anti-Catholic policies through their own propaganda apparatus on the …

Anti-Japanese Sentiment, International Diplomacy, And The Texas Alien Land Law Of 1921, Brent M. S. Campney

History Faculty Publications and Presentations

The Japanese ‘invasion’ of Texas appears to be in full swing,” reported a correspondent from the lower Rio Grande Valley (hereinafter, the Valley) on January 7, 1921. The writer drew this conclusion from the arrival a day earlier of two Japanese families who had been met at the train station in the South Texas town of Harlingen by a mob who warned the immigrants not to settle on the land that they had already purchased in the vicinity. The alleged invasion continued with the arrival of B. R. Kato, “another Japanese colonist from California, [who] reached Brownsville today.” As Kato …

M. Roberts (Ed. And Trans.), Venantius Fortunatus, Poems (Dumbarton Oaks Medieval Library 46). Cambridge, Ma: Harvard University Press, 2017. Pp. Xx + 910. Isbn9780674974920. £19.95., Erica Buchberger

History Faculty Publications and Presentations

No abstract provided.

Unidad Didáctica, Ciencias Sociales, Quinto, Jill Swanson

Fall Workshop October 2019

Competencias y Aptitudes Esenciales del Estado de Texas (TEKS, por sus siglas en inglés): 1.A, 6.A, 17.D, 22A, 23.C, 24.B, 24.C

Objetivos de la lección: 1. Comprender las causas y los efectos de la colonización europea en los Estados Unidos. a. Causas y efectos para los europeos. b. Causas y efectos para los indígenas americanos. 2. Cómo leer una cronología. 3. Usar las matemáticas para trazar las coordenadas geográficas.

Diferenciación de estrategias para necesidades específicas de un estudiantado diverso: Participación: entrevistar a familiares. Hacer que los alumnos entrevisten a los miembros de la familia de mayor edad. Establecer un diálogo …

Lesson Plan, U.S. History, 11th Grade, Bernice Barrón, Albert Guerrero

Fall Workshop October 2019

TEKS: 6A Analyze Causes and Effects of Events and Social issues such as immigration, eugenics, race relations, nativism, the Red Scare, prohibition, and the changing role of women.

Lesson objective(s): 1. Changing Role of Women 2. The Twenties Woman Flapper 3. Amelia Earhart

Differentiation strategies to meet diverse learner needs:+Power point Lecture +Visuals +video clips (to simplify what students process while learning)

Using Inquiry In Teacher Professional Learning To Build Efficacy For Writing Instruction, Jacqueline B. Koonce, Melissa Brooks-Yip, Kathleen Gibson

Bilingual and Literacy Studies Faculty Publications and Presentations

Whitacre (2019) and Curtis (2017) found that participants’ efficacy impacted their writing instruction and ability to engage students. We share our experiences with a professional development program aimed to improve teacher efficacy and literacy of elementary teachers. In this professional learning network, the Study of Early Literacy (SOEL), a higher percentage of teachers reported to a Hanover Research survey that they felt less confident in teaching writing than other areas of literacy. To address this need, one of the authors developed a subgroup to specifically address the teaching of writing with an inquiry-based action research component. Most of the teachers …

Lesson Plan, World History, High School, Romeo D. Revuelta

Fall Workshop October 2019

TEKS (Texas Essential Knowledge and Skills): - APUSH Key Concept 1.1

Lesson objective(s): 1.Identify the Olmec and Anasazi civilizations. 2.Describe the achievements of the two civilizations. 3.Evaluate the similarities and differences of the Olmec and Anasazi.

Differentiation strategies to meet diverse learner needs: -Teacher will model and explain the visual resources. -Students will create and personalize their venn diagrams.

Lesson Plan, Social Studies, 5th Grade, Jill Swanson

Fall Workshop October 2019

TEKS (Texas Essential Knowledge and Skills): 1.A, 6.A, 17.D, 22A, 23.C, 24.B, 24.C

Lesson objective(s): 1.To understand the causes and effects of European colonization in the United States A. European cause and effect B. Indigenous People cause and effect. 2.How to read a timeline 3.Mapping Coordinates (Math)

Differentiation strategies to meet diverse learner needs: Engagement: Family Interview: Have students interview the oldest family members possible. Use class discussion to form the list of questions for the interview. (Ensure that location is one of the interview questions) Have a map where students can place a marker to display where their family …

Lesson Plan, Social Studies, 5th Grade, Johana Reséndez

Fall Workshop October 2019

TEKS (Texas Essential Knowledge and Skills): 4 G(S)-Science Reading comprehension

Lesson objective(s): 1. Agave plants grow. 2. Properties of soil gives nutrients 3. Rio Grande Valley (RGV) agave plant is native. (The tequila worm novel)

Differentiation strategies to meet diverse learner needs: Use nearpod so students can be able to collaborate, draw and record the answers in reflection of their learning

Lesson Plan, Geography, 1st Grade, Baleria Magaña

Fall Workshop October 2019

TEKS (Texas Essential Knowledge and Skills): 6A: identify and describe the physical characteristics of place such as landforms, bodies of water, natural resources and weather SA: create and use simple maps of the community 14A: locate places using the four cardinal directions

Lesson objective(s): 1. The learner will identify a body of water that is on the side of the Santa Ana Wildlife Refuge. 2. The learner will identify that the body of water is located to the South of the Santa Ana Wildlife 3. The learner will be able to locate The Santa Ana Wildlife Refuge on a map. …

Lesson Plan, U.S. History, 8th Grade, Luis Sandoval

Fall Workshop October 2019

TEKS (Texas Essential Knowledge and Skills): 8.1 A, 8.29, 8.30

Lesson objective(s): 1. How humans interact with the environment

Differentiation strategies to meet diverse learner needs: -Ready for the Honors/GTS -Pictures & videos

Precolumbian History, Part 1 People Of Antiquity​ Olmecs To Mayas, Servando Z. Hinojosa

Fall Workshop October 2019

No abstract provided.

Historia Precolombina​ 1a. Parte ​Pueblos De La Antigüedad De Los Olmecas A Los Mayas​, Servando Z. Hinojosa

Fall Workshop October 2019

No abstract provided.

Perspectives On The Lower Rio Grande: Archeology, Linguistics And Ethnohistory (Native American Settlement And Immigration On The Delta), Martín Salinas Rivera

Fall Workshop October 2019

No abstract provided.

Visión Arqueológica, Lingüística, Etnohistórica Y De La Inmigración Indígena Del Delta Del Rio Grande O Bravo [Perspectives On The Lower Rio Grande: Archaelogy, Liguistics And Ethnohistory (Indian Settlement And Immigration)]​, Martín Salinas Rivera

Fall Workshop October 2019

No abstract provided.

Lesson Plan, U.S. History, 11th Grade, Ana Patricia González

Fall Workshop October 2019

TEKS (Texas Essential Knowledge and Skills): Grade 5- 8A,8B,8C,9A,9B,25A,25C,25D,25E

Lesson objective(s): 1. Explain the reasons for nomadic lifestyles. 2. Explain the route nomads took. 3. Describe the groups that settled in the Rio Grande Valley (RGV) and N.E Mexico

Differentiation strategies to meet diverse learner needs: -Visuals- maps-color them -Cognates -Highlighted text

Unidad Didáctica, Historia De Ee.Uu., Undécimo, Ana Patricia González

Fall Workshop October 2019

Competencias y Aptitudes Esenciales del Estado de Texas (TEKS, por sus siglas en inglés): Grade 5- 8A, 8B, 8C, 9A, 9B, 25A, 25C, 25D, 25E

Objetivos de la lección: 1. Explicar las causas de los estilos de vida nómada. 2. Explicar las rutas que tomaron. 3. Describir a los grupos que se asentaron en El Valle del Río Grande y en el Noreste de México.

Diferenciación de estrategias para necesidades específicas de un estudiantado diverso: Herramientas visuales: colorear mapas. Cognados. Texto destacado.

Unidad Didáctica, Historia Universal, Preparatoria, Romeo D. Revuelta

Fall Workshop October 2019

Competencias y Aptitudes Esenciales del Estado de Texas (TEKS, por sus siglas en inglés): APUSH: 1.1 concepto fundamenta

Objetivos de la lección: 1. Identificar las civilizaciones olmeca y anasazi. 2. Describir los logros de sendas civilizaciones. 3. Evaluar las similitudes y diferencias entre los olmecas y los anasazi.

Diferenciación de estrategias para necesidades específicas de un estudiantado diverso: El docente proporcionará recursos visuales y los explicará. Los alumnos confeccionarán y personalizarán sus diagramas de Venn.

Lesson Plan, World History, 6th Grade, Sylvia Rodríguez

Fall Workshop October 2019

TEKS (Texas Essential Knowledge and Skills): 6.3A identify and Explain geographic factors responsible for patterns of population in places and regions 6.15A Identify and describe means of cultural diffusion such as trade, travel, and war 6.13A Identify and describe common traits that define and culture and culture region.

Lesson objective(s): 1. The learner will (TLW) analyze and explain the similarities and differences between the Olmec, Maya and Aztecs. 2. TLW explain the geographic factors responsible for the settlement of the Olmec, Maya and Aztecs.

Differentiation strategies to meet diverse learner needs: Provide Visuals Positive Reinforcement Peer Support Teacher Support

Lesson Plan, U.S. History, 8th Grade, Emma Montiel

Fall Workshop October 2019

TEKS (Texas Essential Knowledge and Skills) 10A • LOCATE PLACES AND REGIONS OF IMPORTANCE IN THE United States 10B - Compare places and regions of the United States in terms of physical and human characteristics, 30A - Use Social Studies terminology correctly.

Lesson objective(s): 1. The Learner will (TLW) describe the Rio Grande River and compare the river at the Port of Entry to the river as viewed at Santa Ana National Wildlife Refuge 2. TLW list the impact the Rio Grande River had on Native People of the area 3. TLW complete a chart of edible and nonedible food …

Lesson Plan, U.S. History, 8th Grade, George Saldaña

Fall Workshop October 2019

TEKS (Texas Essential Knowledge and Skills): 1A

Lesson objective(s): How humans interact with the environment 1. Google maps

Differentiation strategies to meet diverse learner needs: Pics and videos

Unidad Didáctica, Historia De Estados Unidos, Octavo, George Saldaña

Fall Workshop October 2019

Materiales: Mapas, lápices de colores, papel, lectura de texto.

Competencias y Aptitudes Esenciales del Estado de Texas (TEKS, por sus siglas en inglés): 1A

Objetivos de la lección: ¿Cómo interactúan los seres humanos con el medio ambiente? 1. Google Maps.

Unidad Didáctica, Historia De Los Estados Unidos, Octavo, Luis Sandoval

Fall Workshop October 2019

Competencias y Aptitudes Esenciales del Estado de Texas (TEKS, por sus siglas en inglés): 8.1 A, 8.29, 8.30

Objetivos de la lección: 1. Cómo interactúan los seres humanos con el medioambiente.

Diferenciación de estrategias para necesidades específicas de un estudiantado diverso: -Listo para los alumnos de cuadro de honor y estudiantes con talentos avanzados. -Fotografías y videos.

Unidad Didáctica, Historia De Texas, Séptimo, Alexia Alvarado Dimas

Fall Workshop October 2019

Competencias y Aptitudes Esenciales del Estado de Texas (TEKS, por sus siglas en inglés): 7.1/7.2 (A) La naturaleza de Texas y sus pueblos. Comparar las culturas de los indígenas norteamericanos de Texas antes de la colonización europea, por ejemplo, los indígenas que vivían en la costa de El Golfo, la civilización Pueblo y las tribus del Sureste de EE. UU.

Objetivos de la lección: 1. Comprender a los diferentes pueblos indígenas, su medio ambiente, y las razones por las que migraban. 2. Comprender las culturas de los pueblos cazadores-recolectores. 3. Comprender las culturas agrícolas y ganaderas.

Diferenciación de estrategias para …

Lesson Plan, Social Studies, 4th Grade, Nidia Látigo

Fall Workshop October 2019

TEKS (Texas Essential Knowledge and Skills): History- Native Americans of Texas 4.1= A. Origins

Lesson objective(s): 1. TLW explain and understand the possible origins of American Indian groups in Texas+ North America

Differentiation strategies to meet diverse learner needs: Partially filled graphic organizers/outlines Assign a specific native American group + have students Produce a pamphlet on a poster.

Unidad Didáctica, Ciencias Sociales, Segundo, Juan Flores

Fall Workshop October 2019

Competencias y Aptitudes Esenciales del Estado de Texas (TEKS, por sus siglas en inglés): 6AB, 74BCD, 9ABC

Objetivos de la lección: 1. Comprensión de los orígenes y de dónde proceden genéticamente. 2. Comprensión del concepto de adaptación. 3. Comprensión de la importancia de la cultura.

Diferenciación de estrategias para necesidades específicas de un estudiantado diverso: Proporcionar ejemplos y hablar sobre diversas costumbres. En grupos, comparar y contrastar sus costumbres para ilustrar la diversidad de las personas de la clase