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HISTORY OF LUBBOCK OUTREACH KIT

TEACHER RESOURCE MANUAL

Museum of Texas Tech University P.O. Box 43191 Lubbock, TX 79409-3191 www.ttu.edu/museumttu museum.education@ttu.edu Copyright 2004 All rights reserved

HISTORY OF LUBBOCK OUTREACH KIT TABLE OF CONTENTS

The Museum of Texas Tech University............................................................ 3 Special Note to Teachers.................................................................................... 4 TEKS Standards Addressed .............................................................................. 5-7 Overview, History of Lubbock.......................................................................... 8-15 Lubbock History Timeline................................................................................. 16-19 Lubbock Historic Landmarks............................................................................ 20 Teacher Survey ................................................................................................... 21 Lessons and Activities ....................................................................................... 22-157 History of Lubbock Wordsearch....................................................................... 158 History of Lubbock Wordsearch teacher answers........................................... 159 Inventory of Trunk Materials............................................................................ 160

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The Museum of Texas Tech University


The Museum of Texas Tech University (MoTTU) was first established in 1929 with the development of the university. The original location was in the basement of Holden Hall, located on the main campus circle. Holden Hall is named in honor W. C. Holden, Director Emeritus of the Museum. The museum moved to its present location at the corner of Indiana Avenue and 4th Street in 1970. The museum is an educational, scientific, cultural and research element of Texas Tech University. A non-profit organization, the museum collects, documents, preserves, and interprets knowledge about natural and cultural material form the Southwest and other regions related by natural history, heritage, and climate. The collections encompass the arts, humanities and sciences are held in trust for public education, exhibition, reference, enjoyment, and research. The American Association of Museums first accredited the Museum of Texas Tech University in 1990. It received continuing accreditation in 1998. Accreditation by the AAM demonstrates "a professional level of operation in accordance with the standards of excellence prescribed by the American Association of Museums..." The 1998 accreditation certification will be current until 2008. The ground floor of the main museum building is dedicated to exhibits for the public. Some of the museum's permanent collection include Art of the Taos and Southwest, African art, Pre-Columbian art, Diamond M fine art collection, and dinosaurs. The first floor also holds the Explorium Gallery, which presents objects and information from all the museum's many collections. It is designed as a dynamic, participatory discovery center for all ages. Other features on the first floor include: the museum gift shop, education division, two assembly rooms for special events and educational programming, and the Moody Planetarium. The Balcony Gallery, Print Gallery, Kline Room, the MoTTU Museum Association, and Administrative offices are located on the second floor.

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SPECIAL NOTE TO TEACHERS


How to use this outreach kit:
The History of Lubbock Outreach Kit is designed to supplement your classroom curriculum as your students study the history of Texas and the study of Lubbock history in particular. The History of Lubbock Outreach Kit consists of 12 lessons relating to Lubbock and West Texas History. Each lesson includes suggested lesson plans, teacher background information, and student worksheets. This kit is designed for you to use as-is, but feel free to use the lessons and provided materials as a springboard as you design your own specialized curriculum. Furthermore, feel free to make copies of worksheets and handouts as supplements to the lesson. At the end of each lesson is a list of suggested books that you may find helpful. All can be found within the Lubbock City Library District.

Please note that each activity will use materials provided in the kit, as well as materials provided by the teacher.
The materials to be supplied by the teacher have been listed separately at the beginning of each activity. Please review each activity in advance of its being completed. This will ensure the success of each activity, as well as add to a quality learning experience for your students.

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HISTORY OF LUBBOCK OUTREACH KIT TEKS STANDARDS ADDRESSED

Lesson One: History Mystery: Looking at Objects From the Inside Out Social Studies Skills: (4.22) The student applies critical thinking skills to organize and use information acquired from a variety of sources. Lesson Two: Geography of Texas: Edible Map Geography: (4.7) The student understands the concepts of regions. (4.8) The student understands location and patterns of settlement and geographic factors that influence where people live. (4.9) The student understands how people adapt to and modify their environment. Lesson Three: Six Flags Over Lubbock History: (4.2) The student understands the causes and effects of European exploration and colonization of Texas and the Western Hemisphere. (4.3) The student explains causes and effects of the Texas Revolution, the Republic of Texas, and the annexation of Texas to the United States. Lesson Four: On the Road to Lubbock Number, Operation and Quantitative Reasoning: (4.1) The student will use place value to represent whole numbers and decimals. (4.3) The student will use addition and subtraction to solve problems. (4.4) The student multiplies and divides to solve meaningful problems involving whole numbers. Problem Solving: (4.14) The student will identify mathematics in everyday situations. Writing/Purposes: (4.15) The student writes for a variety of audiences and purposes, and in a variety of forms.

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Lesson Five: The Vanishing Black-Tailed Prairie Dog Science Concepts: (4.5) The student knows that complex systems may not work if some parts are removed. (4.8) The student knows that adaptations may increase the survival of members of a species. Writing Purposes: (4.15) The student writes for a variety of audiences and purposes, and in a variety of forms. Reading/Word Identification: (4.6) The student uses a variety of word recognition strategies. Lesson Six: Cotton, Beautiful Cotton Scientific Processes: (4.2) The student uses scientific inquiry methods during field and laboratory investigations. (4.3) The student uses critical thinking and scientific problem solving to make informed decisions. (4.8) The student knows that adaptations may increase the survival for members of the species. Viewing/Representing (4.25) The student produces visual images, messages, and meanings that communicate with others. Lesson Seven: Famous Faces: Everyone Has Their Fifteen Minutes of Fame History: (4.5) The student understands important issues, events, and individuals of the 20th century in Texas. Viewing/Representing/Production/Writing: (4.25) The student produces visual images, messages, and meanings that communicate with others. Lesson Eight: History Through Quilting History: (4.17) The student explains important customs, symbols, and celebrations of Texas. Geometry and Spatial Reasoning: (4.8) The student identifies and describes lines, shapes, and solids using formal geometric language.

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Lesson Nine: Music Isnt Just An Art Scientific Processes: (4.3) The student uses critical thinking and scientific problem solving to make informed decisions. Lesson Ten: Wonderful Wind: The Tornado That Changed the Face of Lubbock History: (4.5) The student understands important issues, events, and individuals of the 20th century in Texas. Scientific Inquiry: (4.2) The student uses scientific inquiry methods during field and laboratory investigations. (4.3) The student uses critical thinking and scientific problem solving to make informed decisions. Viewing/Representing: (4.25) The student produces visual images, messages, and meanings that communicate with others. Lesson Eleven: Just Whos In Charge Here, Anyway? Citizenship: (4.18) The student understands the importance of voluntary individual participation in the democratic process. (4.19) The student understands the importance of effective leadership in a democratic society. Social Studies Skills: (4.24) The student uses problem solving sand decision-making skills, working independently and with others, in a variety of settings. Reading/Word Identification: (4.6) The student uses a variety of word recognition strategies. Follow Up/Review Lesson: Destination Lubbock Reading/Variety of Texts (4.8) The student reads widely for different purposes in varied sources. Writing/Purposes: (4.15) The student writes for a variety of audiences and purposes, and in a variety of forms.

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History of Lubbock Teacher Background information


Lubbocks history can be dated as far back as 250 million years ago. After millions of years of geographic changes in the atmospheric conditions and ocean levels ceding, the area now known as the South Plains became habitable for wildlife. By the time of the Spanish expeditions in the 1500s, buffalo grass, blue grama grass, occasionally scattered yucca and other shrubs occasionally dotted the vast landscape. Animals such as jackrabbits, buffalo, antelope, deer, lobo wolf, coyotes, prairie dogs, cattle, and a multitude of reptiles and insects were abundant. As explorers traveled the area, they discovered that the soil was good for farming because it was drought resistant. The pioneer spirit that existed in the 19th century was born in part of a need to own land. The stories coming from the emigrant eastern explorers and missionaries were filled with images of vast , open landscapes, abundant game and pristine rivers and lakes. One can understand their longing for this type of life, for the larger cities along the eastern seaboard were moving into the industrial age. The streets were crowded, and the sky was constantly blackened by coal smoke from the numerous factories. The change in cities had occurred so rapidly that the early settlers began to experience nostalgia of sorts for the simpler life they had led before. But of course, nostalgia or not, it still came down to the excitement generated by two words, "free land". For a small filing fee the federal government would grant interested parties a title to 320 acres of land. There was one small catch though--in order to remain eligible for that amount of acreage, you had to work the land. This was no problem

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for the common man and his young family, for the anticipation of owning his own land and able to enjoy the freedoms that the west came to be known for were worth the move. Runaway horses, stampeded cattle, prairie fires, blizzards, heat, sunstroke, Indians, wild animals and the pure loneliness of the open plains - all of these and more faced the western pioneers of the 1800s. Certainly there were those who gave up on the dream and moved back to the security of the East. Many more stayed and helped build and shape the West, one small farm at a time and eventually one town at a time. They traveled forth on horseback, some even walked. In 1876, the Texas legislature decided to create 54 new counties in the Panhandle and South Plains region. Because there were not too many people living in the area at the time, (only a few within about 50,000 square miles), the legislature allowed the counties to be named for whomever they decided was worthy of having a county named after him or her. Thus, Lubbock county and the city of Lubbock were named for Thomas Lubbock. Born in 1817 in South Carolina, Thomas Lubbock came to have a characteristic tough, proud, and obstinate personality. In 1835, Lubbock moved to Texas with his older brother after hearing much talk about Texas and the pending Mexican invasion. He quickly joined the army, fighting to defend Texas from the Mexican garrison. After the war, Lubbock stayed in Texas. When the Civil War began, Lubbock won recognition for bravery in scouting enemy movements in several battles, but died in 1862, a true hero to the end. Because of his bravery, and devout patriotism to the United States, the county was named for his honor in 1876.

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Paris Cox, a Quaker, was one of the first settlers to the area in 1878, coming from back East with the sole intention of farming and ranching. In 1879, three other families joined him. Living in tents through the winter, they soon found out the hardships of the area and fled. Cox stayed on and told his friend, Dr. George Hunt, of the many opportunities that were available in the area. They both envisioned that a civilized way of life could be attained in Lubbock; a place where supplies could be bought and traded, mail could sent and received, news and gossip could be exchanged. The fertility of the soil and the grazing qualities of the grasses to fatten livestock were equally as enticing. This first hint at civility was with opening of the Singer Store in 1885. Established by George F. Singer, the store was housed in the Yellow House Canyon a few miles northeast of present-day Lubbock. Although the exact date that Singer moved to Lubbock is uncertain, his store had become a popular landmark and gathering place by this date. In 1886 it was burned to the ground, and rebuilt to incorporate dry goods, a post office, and trading post. Other settlers to the area came from already established communities and knew that a successful settlement was one with a reasonable population, organization and jurisdiction. Town promoters sent out posters and other advertisements of the richness of the land in Lubbock and to offer inducements to families to move into their town, or in some way to become identified with it. Their dream came true as word spread and dozens of families made the trek to Lubbock.

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Soon, so many families filled the area that some resemblance of a town began to form. The Nicolett Hotel, a square, two story frame building was built to accommodate those passing through or others who were still contemplating permanent moves to Lubbock. A windmill, today known as the Caraway Windmill, (located at 50 th street and Indiana Avenue, constructed in 1891) and several board houses started to fill what would eventually become the town. The construction of a possible railroad and the need for farm laborers also brought minority groups into the area. The first election was held in 1891 and established Lubbock as the county seat. Those early settlers named themselves as county commissioners and governed the town as well as the rest of the county until the actual official incorporation of the town in 1909. With the incorporation of a legitimate county, more and more settlers moved to the area and brought their talents and skills with them. Eventually more and more businesses opened including a pharmacy, doctors office, insurance agency, church, livery stable, attorneys offices, and barbershop, blacksmith, and laundry. Because so many people were moving into Lubbock and bringing their families, it was only natural that a school be formed to meet the needs of the children. Until an actual schoolhouse could be built, the school met in the jail. Throughout the next several years, population and business continued to grow in Lubbock. By 1900, the population was just over 300. Most of the streets were unpaved and did not follow an order like the streets today, but the residents didnt seem to mind. There was no running water to any of the homes; a centrally located

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windmill in the center of town pumped the communal water supply. By the turn of the century, the newly built courthouse replaced Singers store as the focal point of activity, and the town was looking forward to the latest invention to America, electricity, soon to come to the area. Until then, homes were lit by candles or kerosene lamps and heated by coal stoves. When coal ran low, homes were heated by cow chips or corncobs. Amusements in the community included square dances, ice-skating on area lakes, wolf hunts lasting three days were popular. Dances, parties, quilting bee, carnivals, and musical concerts were also regular events to the area. By 1907, a moving picture show was exhibited along with football games, baseball, rodeo, bicycle riding and racing. Perhaps the most anticipated event during good weather was the occasional barbeque, watermelon party, ice cream party, or taffy pull. All was not romantic about the South Plains however. Extreme weather, threats from Indian attacks, and dreaded hazards such as grass or prairie fires were a constant hardship among the earliest settlers. By the turn of the century, settlers discovered an agricultural gold mine, not in ranching or farming, but discovered that with the richness of the soil, cotton farming was where the big money was to be made. In 1900, S. S. Rush brought the first cotton seed sealed in a canning jar from his home n Freestone County and planted 10 acres. Though his first few attempts at cultivation were unsuccessful, he continued to plant and in 1901, harvested four bales of cotton. By 1904, 110 bales were harvested and as the trend of cotton farming caught on, the decision was made to build a cotton gin in Lubbock. With anticipated cotton production on the horizon, more

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and more people moved to Lubbock, and by 1909, with a population of 1800, the county commissioners realized that an actual legitimate city had to be incorporated to support its population. With the articles of incorporation set, city sewer lines were dug, streets were named and assembled in an orderly fashion, police, fire, and emergency services were established, tax rates set, telephone services were made available to all, postal delivery was now freely available, and other necessary city services that we today might take for granted were firmly established. The city continued to grow and prosper over the next several years. Schools began to be built, business activities flourished, and farming began to skyrocket. Perhaps the biggest growth and establishment of Lubbock as the Hub of the Plains came with the founding of Texas Technological College in 1923. After a long awaited railroad line came to the city in late 1909, city fathers anticipated that with the building of a college, and now that they had a way to get to Lubbock, hundreds of people would pour into the city. They were right. West Texans lobbied for an agricultural school over a liberal arts-centered school to be the finest in education from El Paso to Dallas. The college grew at a fast pace. Throughout the years to follow, the college would grow to encompass several different academic interests and disciplines, and in 1969, the state board of regents decided to change the name to Texas Tech University to reflect those diverse interests. Another major boom to the South Plains economy was the increase in federal spending with the instillation of two military instillations during World War II. The development of the Lubbock Army Air Field functioned as an advanced twin-engine airplane training school until the end of the War, and a

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second base, South Plains Army Air Field, located just north of the Lubbock Municipal airport, became a glider flight school. Throughout the war years, the demand for cotton products was outstanding, putting Lubbock and surrounding areas at the top of the production areas in the nation. In 1947 alone, 13 cotton-producing counties produced 28% of the Texas cotton crop. With improvements to irrigation methods and mechanization, cotton continued to be the most productive of all business ventures throughout the next four decades. By 1977, almost 60% of the states cotton crop was grown here. Changes towards a more modern Lubbock can be seen after 1970. In that year, a tornado ripped through downtown Lubbock, destroying more than 10,000 homes and 600 businesses. Reconstruction began immediately to rebuild a new and improved city. With federal disaster relief and the economic boom that had begun decades earlier, the it was rebuilt with intensity and new hope. Over the course of the next 30 years, with the addition of the Texas Tech University school of medicine, stimulating interest in the health sciences, Lake Alan Henry, which stimulated outdoor recreation and other water uses, and the instillation of Interstate 27 in the 1970s allowed Lubbock to be competitive with other major cities of its size. In the 2000 census, Lubbocks city population was estimated at 242,628 citizens and growing. With a

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rich history of frontier settlement, cotton production, military and academic associations, we can only imagine what might become of Lubbock in the coming decades.

References/For further reading: Abbe, Donald, Carlson, Paul H., Murrah, David J. (1989). Lubbock and the South Plains: An Illustrated History. Tarzana, CA.: Windsor Publications. *Bronwell, Nancy Brooker. (1980.) Lubbock, A Pictorial History. Virginia Beach, VA: Donning, Co. Cutter, Paul. (1991.) Early Lubbock: A Cultural View. Austin, TX: Eakin Press. Graves, Lawrence L.(1963). A History of Lubbock. Minneapolis, MN: The Lund Press, Inc.

*Griggs, William C. (1976.) A Pictorial History of Lubbock 1880-1950. Lubbock, TX: Lubbock Historical Commission. Johnson, Eileen. (1990.) An Ancient Watering Hole: The Lubbock Lake Landmark Story. Lubbock, TX: Texas Tech University Press. *Norman, Mary Anne. Lubbocks Overton South: An Example of Preserving Urban Neighborhoods.

* Note that these books are part of the genealogy and reference holdings of the
library district and are not available for check out.

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Lubbock Timeline
1890 1891 1900 First settlers arrive in Lubbock County.

Lubbock Band organized, entertaining settlers at public dances, parties, and other special events. 1900 census taken, citing 172 males (85 adults) and 121 females in Lubbock County. The city of Lubbock includes a few unpaved streets, angling all over town. The courthouse square was the focal point of all activities. A communal watering trough supplies water pumped by the windmill. Locust trees, hitching posts and tie rails for horses surround the courthouse. Fire destroys the school; another will be built between 13th and 14th street, just off Avenue O. First edition of the Lubbock Avalanche newspaper printed. S. S. Rush brings cottonseeds to Lubbock from Freestone County and begins planting with great success over the next several years. Soon other farmers catch on to his planting techniques. First telephone connection made between Lubbock and Canyon.

1901 1902

1904 1905

Lubbock cotton farmers decide to build a cotton gin within city limits. Approximately 700 bales of cotton farmed in Lubbock during the peak of growing season, making Lubbock the cotton headquarters for the South Plains. Stakes Telephone Exchange formed which provided service to local residents as well as long distance service from Amarillo to Gale. Amusements such as bicycling, wrestling, square dancing, foot racing, baseball, football, and horse racing become popular among residents. Lubbock is officially incorporated as a city. Services such as creation of police, fire and emergency services formed, public water upkeep and maintenance, streets and alleys officially mapped and planned in a logical order. Numbered streets run east and west, and lettered streets run north to south, Poles erected for use by both telephone and electricity. First city council elections and meetings are held. Newspapers count approximately 100 automobiles in Lubbock County. 16

1906 1907 1909

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1909 1910 1914

More than 50 miles of telephone lines are strung throughout the county. Telegraph service becomes available in Lubbock. Automobiles become more and more popular among residents; city speed limit set to 14 miles per hour on city streets. Lubbock Power & Light formed, serving just fewer than 4,700 people. Before this time, people used kerosene lanterns to light their homes.

1923

Texas Technological College founded. Lubbock was chosen as the site over Sweetwater, Plainview, Snyder, and Spur because of its unlimited space for a campus and an extensive tract for college teaching and agriculture. Santa Fe Railroad finally arrives in Lubbock after years of anticipation. With rail service is offered from Lubbock to Fort Worth, nicknaming it the "Hub of the Plains." United States enters into the Great Depression. Lubbock is affected along with other American cities with bank failures, unemployment, and bankruptcies, however, not nearly as severe as the rest of the country. Lubbock Municipal Airport opens its doors for private planes, Charles Hardin "Buddy" Holly born in Lubbock. He would go on to acclaim national fame as musical legend with such pop hits as "Oh Boy" and "Peggy Sue." Lubbock farmers begin to experience cotton boom with mechanization and improvements to farm equipment and irrigation techniques. United States enters World War II. Lubbock Army Air Field (later renamed Reese Air Base) is built and is used to train the Silent Gliders, a secret division of the army-air core to deliver supplies, equipment, and soldiers to the Allied Powers in Europe. World War II ends. Lubbock Municipal Airport opens for commercial airlines.

1928

1930

1935 1936

1940 1941

1945

1946

Beginning of baby boom following World War II. Population of Lubbock begins to skyrocket. Population increases are second in the nation only to Albuquerque. Lubbock Army Air Field changes name to Reese Air Force Base. Lubbock's first television station, KDUB, begins broadcasting. 17

1949 1952

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1959 1959

Reese Air Force Base becomes jet-training base during the Korean War. Texas Instruments developed. Over the next several decades, the company would make millions and lead the world in the development in computer technology, printers, calculators, and other office equipment. Buddy Holly dies in plane crash.

1969 1970 1972

Texas Technological College changes name to Texas Tech University. Tornado wipes through downtown Lubbock. Museum of Texas Tech University opens its doors at its current location. Texas Tech University Medical School opens, expanding Texas Tech from a primarily agricultural school into a diverse institution offering several areas of academic study.

1981 1986 1990 1991

Reese Air Force Base becomes 6th largest employer in the United States, employing more than 3,000 civilians and military personnel. Lake Alan Henry opens for recreational use. Lubbock Lake Landmark State Historical Park opens. First heart transplant performed in the city at Methodist hospital (later becomes Covenant Medical Center), establishing Lubbock as the medical leader on the South Plains. Texas Tech Women's basketball team wins NCAA National Championship. Texas Tech becomes part of the Big 12 conference, establishing it as a major university in the western United States. Department of Defense announces the closing of Reese Air Force Base. Base soon changes name to Reese Technology Center. Methodist hospital and St. Mary's hospital merge to create Covenant Hospital, one of the largest hospitals on the South Plains region. A new century begins. Census figures show Lubbock's county population figures at just over 246,000. City population estimated at 201,212.

1993 1994 1995 1998 2000

Lubbock Historic Landmarks


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Lubbock Historic Landmarks


Lubbock Historic Landmarks are designated by the Lubbock City Council because they represent or reflect elements of the citys architectural, cultural, social, economic, ethnic and political history. Arnett House... LCU Campus Austin Brothers Bridge...Canyon Lakes Bacon House.1802 Broadway Bacon/Nislar/Napier House.2313 17th Street Baker Building.1211 13th Street Bidwell/Green House...2623 21st Street Bledsoe House..1812 Broadway Bledsoe Santa Fe Depot...2623 21st Street Butler House.2405 Broadway Carlock Building1001-1009 13th Street Chatman Hospital2305 Cedar Craig House.2321 18th Street English House..2809 19th Street Fort Worth and Denver South Plains Railway Depot...1801 Avenue G Gray/Jones/Hull/Henry House.3407 19th Street Howard/Green/Hayes House...2801 19th Street Kress Building..1109 Broadway Kreuger House.2703 19th Street Landwer/Manicapelli House...Canyon Lakes Levine/Keeney House .3017 19th Street Lubbock High School .2004 19th Street Lubbock Lake Landmark.Loop 289& Clovis Highway Lubbock Womens Club...2020 Broadway Mast/White House....2301 Broadway Meinecke/Walden House.3115 19th Street Miller/Loter House..2323 18th Street Owens Building...1114 10th Street Prideaux/Mahon House...3123 19th Street Ratliff House...2915 19th Street Rigney House..3001 19th Street Rosenthal/Hackel/Brown House.3101 19th Street St. Pauls On the Plains Episcopal Church...1510 Avenue X Snyder/Martin/Chalk House2701 19th Street Tara West...5130 4th Street Texas Technological College Dairy BarnTTU Campus Tubbs House.602 Fulton Underwood House...3107 19th Street Walker/Etz House2003 17th Street Watson House .3003 19th Street Wylie/Smith/Quilliam House..2901 19th Street 19
2004 Museum of Texas Tech University History of Lubbock Outreach Kit

We want to know what you think!


We at the Museum of Texas Tech University strive to produce the most user-friendly educational programs for area teachers. Please take a few moments to fill out the survey and return it when you return the History of Lubbock Outreach Kit. You may also mail the survey to the following address: Education Division Museum of Texas Tech University P.O. Box 43191 Lubbock, TX 79409-3409 Name__________________________________________________________________ School__________________________________________________________________ 1. Did you utilize the lesson plans provided? 2. Did you utilize the artifacts provided? 3. Was the outreach kit age appropriate? (targeted age 4th grade) 4. Have you ever checked out another of the education divisions outreach kits? Yes__________ Yes__________ Yes__________ Yes__________ No_________ No_________ No_________ No_________

5. What is your students favorite part about studying Lubbock History?

6. What is your students least favorite part about studying Lubbock history?

7. Please provide your opinion or suggestions on the back of this page that might enable the education staff to improve this kit or to create future kits.

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Lesson Objective: Students will learn the skills required to be a historian.

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Title: History Mystery: Learning History from the Inside Out Subject Area: History Time: two class periods Learning Objective: Students will learn the skills required to be a historian. Behavioral Objectives: Cognitive: Students will learn that every piece of history has a story to tell. Students will learn there are five major genres to the study of history. Students will learn the difference between primary and secondary sources. Psychomotor/Skills: Students will create a time capsule. Affective Value: Students will appreciate their own history and will want to preserve it for future generations to study. Materials required: Supplied in the History of Lubbock Outreach trunk: detectives hat magnifying glasses measuring tape items for analysis in the History of Lubbock Outreach kit Materials supplied by the teacher: container for time capsule (suggestion: 5 gallon plastic bucket with lid) time capsule items (suggestion: class photo, today's newspaper, coins, etc.) Lesson Procedure: Preassessment: (suggested time: 2-5 minutes) (note: italicized text is suggested to encourage teacher/student dialogue) Wear, or have a student wear the detective's hat. Ask students if they know what a detective does. What tools do they use to do their work? Do they know or recall any famous detectives? Motivational Set: (suggested time: 5-10 minutes) Tell the students that they will be detectives today--a history detective. They will be looking for clues, making hypotheses, and analyzing items from Lubbock's history. Allow another teacher, parent, or student "interrupt" your lecture by coming into the class to deliver a message or cause some other interruption and 22
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have them wear unusual clothing or display or wear some other feature that is usual. Do not bring attention to their dress. As soon as they leave the classroom, have the students write down everything they can remember about the mystery visitor. Share answers around the class. Analyzing, noticing details and differences, raising questions, and making hypotheses are techniques that historians use to analyze objects to understand the history of the object. New Learning: (suggested time: 5-10 minutes) Discuss the five genres of the study of history and the analytical tools and questions that historians use to learn about objects. Application: Day #1 (suggested time: 15-20 minutes) Divide the students into equal sized groups. Use the objects to generate discussion within the groups and have them fill out the "Be a Museum Curator" worksheet. Students may want to present their findings to the rest of the class at the end of allotted time. Day #2 (suggested time: 20-25 minutes) Have students work together to create a time capsule. Using their knowledge of the analytical tools and questions historians use to solve problems, students should select items for their time capsule that historians of the future might use to study and analyze to tell them about what the class was doing in the year the time capsule was created. Using a five-gallon bucket with a lid as a container, students can decorate a label for the outside. Save it for opening at the end of the school year, opening in 10 years, 50 years, or whatever time teacher feels is appropriate. Suggestions for time capsule creation: Time capsule can relate to students lives within the classroom Students may want to work in conjunction with other classrooms to create a school-wide time capsule. Students fill the time capsule with items that relate generically to their lives in Lubbock to be opened by future Lubbock students. Common Essential Learning: Communication Critical Thinking and Creative Thinking Problem Solving Personal and Social Values and Skills Independent Learning

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History Mystery: Learning History From the Inside Out Teacher Background Information

To many students, history is seen as a series of facts, dates, and events packaged chronologically in a textbook. It is through the study of primary sources that helps to personalize this view and makes the study of history more enjoyable. History Mystery: Learning about History From the Inside Out is designed to be an introduction to the study of the history of Lubbock for your students. Students who study local or regional history might ask, How did the authors come up with the stuff to put in the books that I am learning about today? It was through utilizing the same techniques that historians have used for many years that the answers were found and many more are yet to be answered. Looking at an object with a magnifying glass or by studying similar objects is only one of the ways historians and museum curators look for clues to find out about the objects past. Using primary and secondary documents to answer their questions is another way they solve mysteries about the past. Primary documents are sources such as newspapers, letters, photographs, video or cassette tapes, diaries, journals, receipts; any thing that records information at that very time in history. When looking at primary documents, words such "I," "we," "my," and "our" are often found. While this type of source may give the reader a feeling of being there, it may just give the reader one point of view. Secondary sources are those that give another person's interpretation of the 24
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period of time. Examples of secondary sources may be the student's history textbook, encyclopedia entry, or reference book. As students use primary sources, they begin to view their textbook as only one historical interpretation. Through primary sources student's lives are touched by the people about whom the history is written and are invited to participate in human emotion and in the values and attitudes of the past. This does not only refer to paper documents, but to artifacts as well. Edward Pershey (1998) defines an artifact as tangible evidence of human ingenuity and artisanship. Artifacts can be useful and viable resources for understanding the human past. There are five main genres of historical study that historians use when researching and writing about an object's history. Political history studies the history of a nation through the conflicts it is involved in: governmental policies, leaders, and the history that revolves around the state or country itself. Cultural history relates to a civilization's culture: its food, dances, native clothing, music, rituals, and festivals. Intellectual history refers to the way in which people of a civilization think and why they think a certain way. Economic history refers to the economic highs and lows of a civilization, such as inflation, depression, recession, trade, mercantile practices, etc. A civilization's social history refers to aspects of the civilization that deal with the people of the civilization, such as how or why they get along and its class structure. Many artifacts and topics that historians study may fall into several of these categories.

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When exploring an object, use the following questions as a guide: Sensory exploration: Color What colors do you see? Age How old do you think this artifact may be? Condition What is the condition of the artifact? Brand new? Used? Observation What do you notice about the object? Smell/taste What does it smell like? What might the artifact taste like? Noise Does the artifact make any noise? Texture What does the artifact feel like? For example, is it smooth, rough, hot, cold, bumpy, or furry? Design Style Decoration Function Context Context Materials Which Why Where Use For whom Why How would you define the style of this artifact? List any decorations on the artifact. What might have been the function of this artifact? For what other purpose could the artifact be used?

From what material(s) is the artifact made? Are the materials natural or man made? Why were these materials used and not others? Where might this artifact be made? In a factory? At home? Who might have used this artifact? Did the person who made this artifact also use it? Is it one-of-a-kind or were there multiple copies made? Why was this artifact made? Special event or occasion? Everyday use? What does this artifact mean to our nation? What did this artifact mean to the owner? What does the artifact mean to me? What does this artifact mean to other cultures? Which cultures?

Meaning Nationally For the owner For me For other cultures

For further reading: Carey, Helen H. (1983), How to Use Primary Sources. F. Watts. Jungris, Abigail. (1992), Know Your Hometown History: Projects and Activities. F. Watts. 26
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BE A MUSEUM CURATOR
Do you collect anything? What types of things are in your collection? Museums collect objects that are both old and new. They must be cared for in a special way so that they will last for a long time. A curator is the person who cares for a museums collection. They also work together with historians to conduct research so they can tell the visitor about the objects when they visit the museum. Directions: Look at the provided objects and write down your observations. Through careful study, we can find out a lot about an object. 1. Preconceptions: (What is this object and for what purpose do you think it was it used?) ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ 2. Observe the object and describe it. (Hintuse all your senses. Don't just describe what it looks like. What does it feel like? Does it make any sound? What does it smell like? What do you think it tastes like?) ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ 2a. Material(s): From what materials is this object made? ________________________________________________________________________ 2b. Construction: How is it put or held together? _______________________________________________________________________ ________________________________________________________________________ 2c. Dimension(s): How would you describe the size of the object? ________________________________________________________________________ ________________________________________________________________________ 27
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2d. Condition: Is the object new or worn? Are there any other "wear marks" that show how it was used? ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ 2e. Markings: Is there something written, stamped, or drawn on the object? Are there any other markings that would distinguish it from a similar object? ________________________________________________________________________ ________________________________________________________________________ 2f. Design: What "style" does the object have? (Hintis it fancy or plain? Is it modern or old-fashioned? Does it remind you of another decade or century?) ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ 3. Use/Meanings: How do you think this object was used? What does this tell us about the owner? What does this tell us about the society that used it? ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ 4. What do you think? Will this object be used in the future? If not, what would people use instead? What do you think people did before this object was invented? ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________

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5. Now that you have studied this object like a museum curator, think back to your first preconceived idea about this object. What about your opinion has changed?_______________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________

________________________________________________________________________ ________________________________________________________________________ 29
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History Mystery Artifact List Descriptions

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Learning Objective: Students will be introduced to the physical geography of Texas through the analysis of maps and learn how geography affects its inhabitants.
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Title: Geography of Texas: Edible Map Subject: Geography/Social Studies Time: 40-45 minutes Learning Objective: Students will be introduced to the physical geography of Texas through analysis of maps and how geography affects its inhabitants. Behavioral Objectives: Cognitive/knowledge: Students will identify the outlining shape and geographic regions of Texas Students will show major landmarks including lakes, rivers, plains, hills, deserts, and major cities Students will distinguish between various types of maps and globes Psychomotor/Skill: Student will create an edible map of Texas Student will write a short essay describing and reflecting on the physical characteristics of Texas and how it influences the lifestyles of its people. Affective/Value: Students will understand how the geography of the area influences the lifestyle of the people of the region. Materials Required: Materials provided by the History of Lubbock Outreach Kit: Texas atlas including various types of maps (topographical, physical, population, etc.) Materials supplied by teacher: basic cookie dough icing decorations for cookies (sprinkles, M&Ms licorice, chocolate chips, etc.) wax paper oven spoons or spatulas to spread icing geography text (Note: Because of the high instance of peanut allergies in children, Pillsbury Sugar Cookie Slice and Bake dough can be substituted for homemade dough.)

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Lesson Procedure: Pre-Assessment: (suggested time: 2-5 minutes) Ask students to compare and describe the differences and similarities between maps and globes. Motivational Set: (suggested time: 5-10 minutes) Ask students to identify Lubbock and its relation within the state of Texas and to the rest of the United States. Discuss and show differences in various types of maps of Texas. (i.e. topographical, globe, population, physical) New Learning: (suggested time 15-20 minutes) Discuss physical characteristics of Texas and the influence of location on lifestyles in Texas, noting the importance of physical maps. Discuss concepts of longitude and latitude. Application: (suggested time 15-20 minutes for work time plus 20 minutes for baking) Each student (or work in groups) will be given wax paper and a portion of the dough. Students shape the dough to represent the shape of Texas. After baking, students decorate it by creating their own legend on the edible map. For example, blue icing may represent lakes and oceans, green sprinkles might want to represent hilly regions, clear sprinkles might represent plains, M&M candies might represent major cities and chocolate chips might represent mountainous regions. Prior to eating, have students should verbally report their masterpiece with the class. The report should explain all of the physical features and how they may influence everyday life in that area. After everyone has presented their project, eat and enjoy! Alternate Application: Students write a paragraph describing the physical geography of Texas on the worksheet, Geography of Texas. Skills/Common Essential Learning: Communication Critical thinking and creative thinking

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Geography of Texas: Edible Map Teacher Background Information

Geography is defined as the science dealing with the earths surface. It includes such elements as climate, population, and the topographical features of a region. The study of geography is very important to the understanding of the world around us. The geography of Texas is extremely complex and encompasses a variety of factors. For example, some parts of the state are urban with thousands, if not millions of people living in a confined area. Other areas are more desolate, with only a few people living within hundreds of miles of each other. The climate can vary from region to region, and some areas are very hilly and mountainous while others are flat and level. Before students look at a map of Texas, it is important to realize that there are different types of maps. A map is a small model of the earth's surface. Because it is a model, distances and sizes have to be proportional to the real thing. The maps scale is the relationship between the distances on the map and the real world. For example, on a map, one inch may equal one mile in the real world. The map legend tells the reader what the symbols on the map represent. For example, a triangle might represent a mountain, a squiggly blue line 34
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represents a river, and so on. The compass rose tells which features are north, east, west and south in relationship to each other. A shaded relief map (also called a physical map) is probably the type of map most familiar to the student of geography. It is most commonly used to find the locations of cities and towns. But, more importantly, it shows the shape of the landincluding mountains, valleys, rivers, and lakes. Using the legend for this map, you can also find out which towns are the largest and which are the smallest. Road maps show people how they can travel from one place to another. They show some physical features, such as mountains and rivers, and political features, such as cities and towns. A road map also shows which are the local roads and which are the main highways. Topographic maps use contour lines to show elevation (height above sea level). Contour lines join points of equal elevation above a specified reference, such as sea level. Think of a contour line as an imaginary line on the ground that takes any path necessary to maintain constant elevation. Using the legend for this map, you can locate buildings, schools, or churches. People frequently use topographic maps when hiking. Builders use topographic maps to figure out where to put buildings and roads. Population maps show the population intensity of an area. The number of people is usually represented by small dots concentrated in one area on this type of map. Political maps show boundaries that divide one political entity from another, such as townships, counties, cities, and states. Some maps emphasize 35
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the boundaries by printing the areas of each political division in different colors; for example, world maps usually show each country in a different color When looking at a shaded relief map, the shape of Texas resembles a very large hand trowel or spade. Texas is 790 miles long and 660 miles wide at its most distant points. In fact, the state is so large that the distance from Beaumont on the eastern edge to El Paso on the west is greater than that from New York to Chicago. All of West Texas (that part of the state west of longitude 100W) is semiarid. South of the Panhandle lie the rolling plains around Abilene, a region cultivated in cotton, sorghum, and wheat and the site of oil fields discovered in the 1940s. The dry fields of West Texas are still given over to ranching, except for small irrigated areas that can be farmed. San Angelo serves as the commercial center of this area. The Midland-Odessa oil patch lies northeast of the Pecos River and is part of the Permian (West Texas) Basin, an oil field that extends into southeast New Mexico. The land beyond the Pecos River, rising to the mountains with high, sweeping plains and rough uplands, offers the finest scenery of Texas. This is where the Davis Mountains and Guadalupe Peak, the highest point (8,751 ft.) in the state, are located. The wilderness of the Big Bend of the Rio Grande is typical of the barrenness of most of this area, where water and people are almost equally scarce. El Paso, with diverse industries and major cross-border trade with Mexico, is the population center of this region. Eastern Texas, the land between the Sabine and Trinity Rivers contains pine-covered hills, cypress swamps, and remnants of cotton plantations before 36
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the Civil War. Cotton farming has been supplemented in this area by diversified agriculture, such as rice cultivation and the inland pine trees supply a growing lumber industry. Huntsville, Lufkin, and Nacogdoches are important lumber towns. The real wealth of East Texas, however, comes from its immense, rich oil fields. Longview is an oil center, and Tyler is the headquarters of the East Texas Oil Field. Oil is also the economic linchpin of Beaumont and Port Arthur and the basis for much of the heavy industry that crowds the Gulf Coast. The industrial heart of the coastal area is Houston, the fourth largest city in the nation. The digging of a ship canal to the Gulf of Mexico spearheaded Houstons development, and the city today is the nation's second largest port city. Other Gulf ports in Texas include Galveston, Texas City, Brazosport (formerly Freeport), Port Lavaca, Corpus Christi, and Brownsville. The Southern Gulf Coast is a popular tourist area, and some of the ports, such as Galveston and Corpus Christi, have economies dependent on both heavy industry and tourism. Brownsville is the southernmost Texas city and the termination point of the Intercoastal Waterway. It is also the shipping center for the intensively farmed and irrigated Winter Garden section along the lower Rio Grande, where citrus fruits and winter vegetables are grown. Texas shares nearly 1,000 miles of border with Mexico along its southern edge. Some Southern and Western Texas towns are bilingual, and in some areas persons of Mexican descent make up the majority of the population. Laredo is the most important gateway here to Mexico, with an excellent highway to Mexico City and important over-the-border commerce.

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The first region to be farmed when Americans came to Texas in the 1820s was the bottom and of the lower Brazos and the Colorado rivers, but not until settlers moved into the rolling black land prairies of central and north central Texas was the agricultural wealth of the area realized. The heart of this region is the trading and shipping center of Waco; at the southwest extremity is San Antonio, the commercial center of a wide cotton, grain, and cattle country belt. To the north, Dallas and the neighboring city of Fort Worth together form one of the most rapidly developing U.S. metropolitan areas. Their oil-refining, grainmilling, and cotton- and food-processing capabilities have been supplemented since World War II by aircraft-manufacturing and computer and electronics industries. The Balcones Escarpment marks the western margin of the Gulf Coastal Plain; in central Texas the line is visible in a series of waterfalls and rough, treecovered hills. To the west lie the south central plains and the Edwards Plateau; they are essentially extensions of the Great Plains but are sharply divided from the high, windswept, and canyon-cut Llano Estacado (Staked Plain) in the Western Panhandle by the erosive division of the Cap Rock Escarpment. No traces of the subtropical lushness of the Gulf Coastal Plain are found in these regions; the climate is semiarid, with occasional blizzards blowing across the flat land in winter. The Red River area, including the farming and oil center of Wichita Falls, can have extreme cold in winter, though without the severity that is intermittently experienced in Amarillo, the commercial center of the Panhandle, or in the dry-farming area around Lubbock. Cattle raising began here in the late 1870s (settlers were slow in coming to the High Plains), and huge 38
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ranches vie with extensive wheat and cotton farms for domination of the treeless land. Oil and grain, however, have revolutionized the economy of this section of the state.

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Texas Geography at a Glance


Longitude/Latitude:
Longitude: 93 31' W to 106 38' W Latitude: 25 50' N to 36 30' N

Geographic Center:

The geographic center of Texas is located in McCulloch County, 15 miles NE of Brady.

Climate: (All temperatures Fahrenheit) Highest Temperature:

The highest temperature recorded in Texas is 120. This record high was recorded on August 12, 1936 in Seymour.

Lowest Temperature:

The lowest temperature measured in Texas was -23, recorded on February 8, 1933 in Seminole.

Average Temperature: Borders:

Monthly average temperatures range from a high of 98.5 to a low of 21.7. Texas is bordered by New Mexico on the west, Oklahoma and Arkansas to the north. Texas shares an international border with Mexico on the south. Texas shares its eastern border with Oklahoma, Arkansas, and Louisiana.

Total Area:

Texas covers 268,601 square miles, making it the second largest of the 50 states, right behind Alaska.

Land Area:
261,914 square miles of Texas are land areas.

Water Area:

6,687 square miles of Texas are covered by water making Texas the ninth wettest state.

Highest Point: Lowest Point:

The highest point in Texas is Guadalupe Peak at 8,749 feet above sea level. The lowest point in Texas is at sea level where Texas meets the Gulf of Mexico.

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Major Rivers:

The Rio Grande, which marks the border between Texas and Mexico, The Red River, The Brazos River Sources: The World Almanac of the USA, (1998). Allan Carpenter and Carl Provorse, ed. Clifford L. Egan and William E. Doolittle, (2001). "Texas," World Book Online Americas Edition, http://www.worldbookonline.com/wbol/wbPage/na/ar/co/552660 The Columbia Electronic Encyclopedia, 6th ed. Copyright 2004, Columbia University Press. (September 13, 2004) http://www.infoplease.com For further reading: Bajza, Charles Carl, (1964). Your Texas Geography. W. S. Benson. Bredeson, Carmen, (1997). Texas. Benchmark Books. Capstone Press Geography Department, (1998). Texas. Capstone Press. Fradin, Dennis B, (1992). Texas. Childrens Press. Reese, James V, (1978). Texas: Land of Contrast, Its History and Geography. W. S. Benson, Publishers. http://www.maptown.com/referencemaptypes.html

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Source: http://www.tpwd.state.tx.us/images/tx-eco95.gif

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Lesson Objective: Students will learn about the significance of the Texas state flag.

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Title: Six Flags over Lubbock Subject: Social Studies/History/Texas State history/Citizenship Time: 45 minutes Lesson Objective: Students will learn about the significance of the Texas state flag. Behavioral Objective: Cognitive: Students will learn about the history of the Texas State flag. Students will learn flag etiquette. Psychomotor/Skill: Students will design their own flag of Lubbock. Affective/Value: Students will appreciate the United States and Texas flags as patriotic symbols. Materials required: Materials supplied in History of Lubbock outreach kit: Illustrations, six national flags of Texas Pledge of allegiance to the state flag Texas state song lyrics Six flags background information Flag etiquette background information True & False, Texas Style worksheet Materials supplied by teacher: construction paper crayons markers Lesson procedure: Preassessment: (note italicized text suggested for teacher/student interaction) (suggested time: 2-5 minutes) Brief discussion: What are the symbols of our country? What are the symbols of Texas? Motivational Set: (suggested time: 2-5 minutes) Sing Texas state song; recite pledge of allegiance to the state flag.

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New Learning: (suggested time:10-15 minutes) Discussion/lecture of history of six national flags over Texas. Application: (suggested time:15-20 minutes) Based on student's knowledge of Lubbock's history, students create a flag for the city of Lubbock using construction paper, markers, crayons, or other media. Common Essential Learning: Communication Creative thinking Personal and social values

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Six Flags Over Lubbock Teacher Background Information

Six national flags have flown over Texas since the first European exploration of the region by Cortez in 1519. Spain was the first European nation to claim what is now Texas, beginning in 1519 when Cortez was establishing Spanish presence in Mexico, and Alonzo Alvarez de Pineda mapped the Texas coastline. A few shipwrecked Spaniards, like Alvar Nunez, Cabeza de Vaca, and explorers such as Coronado, occasionally probed the vast wilderness, but more than 100 years passed before Spain planted its first settlement in Texas: Ysleta Mission in present El Paso, established in 1821. Gradually expanding from Mexico, other Spanish missions, forts, and civil settlements followed for nearly a century-and-a-half until Mexico threw off European rule and became independent in 1821. The red and yellow striped Spanish flag after 1785 depicts a lion of Leon and a castle of Castile on a shield surmounted by a crown. Planning to expand its base from French Louisiana, France took a bold step in 1685, planting its flag in eastern Texas near the Gulf Coast. Although claimed by Spain, most of Texas had no Spanish presence at all; the nearest Spanish settlements were hundreds of miles distant. French noblemen Rene Robert Cavelier, Sieur de la Salle, founded a colony called Fort St. Louis. But the effort was doomed by a series of calamities: shipwreck, disease, famine, hostile 47
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Indians, and internal strife resulting in La Salle's murder by one of his own company. By 1690, France's bold claim to Texas had evaporated. The French flag features a host of golden Fleurs-de-lis emblazoned on a field of white, which was actually the French royal ensign for ships and forts. For more than a decade after Mexico became independent, hardy pioneers from the Hispanic south and Anglo north flowed into Texas. It was a frontier region for both: Anglo Texans became Mexican citizens. But divergent social and political attitudes began to alienate the two cultures. The final straw: Mexican General Santa Anna scrapped the Mexican federal constitution and declared himself dictator. Texans revolted and won their independence April 21, 1836, on the battleground of San Jacinto near Houston. Mexico's intricate flag pictures an eagle, a snake (an image from pre-Columbian mythology) and cactus on bars of brilliant green, white, and red. During nearly ten years of independence, the Texas republic endured epidemics, financial crises and still volatile clashes with Mexico, but it was during this period that unique accents of the Texas heritage germinated. Texas became birthplace of the American cowboy; Texas Rangers were the first to use Sam Colt's remarkable six-shooters; Sam Houston became an American ideal of rugged individualism. Texas joined the United States on December 29, 1845. The red, white and blue Texas state flag with its lone star (the same flag adopted by the republic until 1839) today flies virtually everywhere: on government buildings, schools, banks, shopping malls, and even on oil derricks. Sixteen years after Texas joined the union, the American Civil War erupted. Governor Sam Houston, urging Texans to stay aloof or re-establish a neutral republic, was driven from office. Texas cast its lot with the doomed southerners, reaping devastation and economic collapse as did all Confederate 48
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states. But two events fixed Texas and Texas troops as somehow different in the nation's eyes. First, Texas troops on Texas soil won the final battle of the Civil War, not knowing the south had capitulated a month earlier. Second, returning Texans found a population explosion of wild Longhorns, sparking the great cattle-trail drives that became American legends. The first Confederate flag flown in Texas was the South's national emblem, "The Stars and Bars" of the Confederate States of America, although the later-crossed Confederate battle flag is better known today. Upon joining the Union, Texas became the 28th star on the United States flag. Shrugging aside defeat and bitter reconstruction after the Civil War, the offspring of Texas pioneers marshaled their strengths to secure a future based on determined self-reliance. First was the fabled Texas Longhorn, providing beef for a burgeoning nation. Newly turned topsoil on vast farm acreage yielded bountiful crops. The 20th century dawned with the discovery of fabulous sources-gushers roaring in at a pace called Spindletop near Beaumont. By midcentury, modern Texas industries were sprouting in a fertile climate of advanced technology. Today under the magnificent "Star Spangled Banner," Texas horizons continue to expand, thrusting up to the limitless reaches of outer space.

Source: http://www.lsjunction.com/facts/6flags.htm

For further reading: Haban, Rita D. ( 1989), How Proudly They Wave: Flags of the 50 States. Lerner Publications, Co. Gebhart, John Robert. (1973), Your State Flag. Franklin Publishing Company. Hanson-Harding, Alexandra. (2001), Texas. Children's Press. Munro, Roxee. (2001), The Inside-Outside Book of Texas. Sea Star Books. 49
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Flag Etiquette Information for teachers

Pledge of Allegiance to the State flag:


"Honor the Texas flag; I pledge allegiance to thee, Texas, one and indivisible." When the state flag is displayed during a performance of "Texas, Our Texas," all individuals present, except those in uniform, should stand at attention facing the flag with the right hand over their heart. Individuals in uniform should salute at the first note of the song, and retain this position until the last note. Individuals in uniform should salute at the first note of the song and retain this position until the last note. Individuals who are wearing a headdress that is easily removable should remove it with their right hand and hold it at the left shoulder, with the hand over the heart. Individuals who are not citizens of Texas should simply stand at attention. If the state flag is not displayed during a performance of the song, those present should face toward the music and act in the same manner as they would if the flag were displayed there. If both are to be played, the state song is played after the national anthem. Just as with the United States flag, the Texas State flag should not be flown during poor weather including intense wind, which would cause ripping or tearing of the flag, rain, snow, and should not be flown before sunset or after dusk. If there are three flag-poles in a row in which flags are to be represented, the United States flag is placed to the furthest right and the state flag is flown on the middle flagpole. If there is one flagpole, the United States flag is always flown above the state flag. If the flag becomes torn or dirty, it is to be burned and buried in an appropriate ceremony. The flag is never to touch the ground and is to be folded in an appropriate manner in which is takes on the form of a triangle when folded.

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Texas State Song


"Texas, Our Texas" by William J. Marsh and Gladys Yoakum Wright. Texas, our Texas! All hail the mighty state! Texas, our Texas! So wonderful so great! Boldest and grandest, Withstanding ev'ry test; O Empire wide and glorious, You stand supremely blest. [refrain] God bless you Texas! And keep you brave and strong. That you may grow in power and worth, Thr'out the ages long. Texas, O Texas! Your freeborn single star, Sends out its radiance to nations near and far. Emblem of freedom! It sets our heart aglow, With thoughts of San Jacinto and glorious Alamo. [refrain] Texas, dear Texas! From tyrant grip now free, Shines forth in splendor your start of destiny! Mother of heroes! We come your children true, Proclaiming our allegiance, our faith, our love for you. [refrain] source: http://www.tsl.state.tx.us/ref/aboutts/statesong.html

A rendition of "Texas, Our Texas" can be heard at the Lone Star Junction web site.

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True & False, Texas Style


Directions: Mark the correct answer to each question T for true or F for false. 1. There have been six Texas state flags. 2. If the flag becomes torn, it should still be flown. 3. The flag should always be flown, no matter what the weather is outside. 4. Texas was once owned by the nations of Portugal, Spain, Mexico, and France. 5. During the United States Civil War, Texas was part of the Union. 6. Texas entered the United States as the 30th state in 1845. 7. The name Texas is from a Caddo word meaning friends. 8. Just like the United States flag, the blue in the Texas flag stands for loyalty. 9. The nickname for Texas is the Silver State because of the great mineral wealth that can be found. 10. In total area, Texas is the largest state in the entire United States. _____________ _____________ ______________

______________

______________

_______________ _______________

________________

_______________

_______________

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True & False, Texas Style


Teacher Answers
Directions: Mark the correct answer to each question T for true or F for false. 1. There have been six Texas state flags. 2. If the flag becomes torn, it should still be flown. 3. The flag should always be flown, no matter what the weather is outside. 4. Texas was once owned by the nations of Portugal, Spain, Mexico, and France. 5. During the United States Civil War, Texas was part of the Confederacy. 6. Texas entered the United States as the 30th state in 1845. 7. The name Texas is from a Caddo word meaning friends. 8. Just like the United States flag, the blue in the Texas flag stands for loyalty. 9. The nickname for Texas is the Silver State because of the great mineral wealth that can be found. 10. In total area, Texas is the largest state in the entire United States. 53
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_____True_____ _____False_____ ______False____

______False____

______True____

_______False_____ _______True_____

_______True____

_______False____

_______False____

Texas under Spain 1519-1685; 1690-1821

Texas under France 1685-1690

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Texas under Mexico 1821-1836

Texas as a Republic 1836-1845

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Texas in the Confederacy 1861-1865

Texas as a State 1845-Present

Images found at http://www.lsjunction.com/facts/6facts.htm

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Lesson Objective: Students will learn about the hardships that came with a journey on the western frontier.
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Title: On the Road to Lubbock Subject Area: History/Math/Money budgeting/Language Arts/Letter writing Time: Two class periods Learning Objective: Students will learn about the hardships that came with the journey on the western frontier. Cognitive Objective: Students will be introduced to the types of goods sold in the general store on the frontier. Students will learn about travel preparation and hazards at the turn of the century. Psychomotor/Skill: Students will write a letter in the voice of a frontier pioneer. Students will create a budget for pioneer's travel. Affective Value: Students will appreciate the hardships that frontier families experienced when moving to the South Plains at the turn of the century. Materials Required: Materials provided by the History of Lubbock outreach kit: lists of provisional supplies and their cost list of frontier events Tex Texan letter budgeting worksheet Materials provided by the teacher: pencils journals/paper for journal exercise Lesson Procedure: Day One Preassessment: (suggested time 2-5 minutes) (note italicized text is suggested for teacher/student dialog) Have you ever gone on a long trip? How did you prepare for their visit? What did you pack? How did you get to your destination? How long did it take to get there? 58
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Motivational Set: (suggested time: 2-5 minutes) Tell students to imagine that they are to put themselves in the place of a traveler moving to a distant land (early Lubbock). They will travel on this trip in the year 1900. Have students brainstorm a list of questions about the trip and write their thoughts and feelings in their journal. (How will I get there? With whom will I travel? How long will it take to get there? What can I take with me? How will I feel about going on this trip?) New Learning: (suggested time: 10-15 minutes) Teachers will read the provided letter aloud from Lubbock promoter Tex Texan. His letter is a promotional advertisement wanting to bring the student to Lubbock. Discuss the concepts of a budget and what materials were available in a general store at the turn of the century. Application Day One: (suggested time: 25-30 minutes) Students are to take on the role of a pioneer who will move to Lubbock in the year 1900. Using the provided prices of goods, students will be make decisions as to what supplies, materials, and foodstuffs they will take on their journey. Using the budgeting worksheet, they will purchase supplies from an imaginary general store. Application Day Two: (suggested time: 20-25 minutes) Once their supplies are purchased, students will choose slips of paper in lottery fashion as to what happens to them on the journey. Students will write a letter back home to their "home base" retelling their adventures in the voice of a future Lubbockite. Summary: Review budgeting and have students verbally explain why they chose to take those particular items with them on their journey. How did the pioneer's do without some goods? Post letters around classroom for duration of unit. Common Essential Learning: Critical/Creative Thinking Numeracy Communication Personal & Social Values Special Note: For further information and materials to supplement your curriculum relating to Western Pioneers, check out the Education Divisions Life On the Plains Outreach Kit. Call (806) 742-2432 for more information. 59
2004 Museum of Texas Tech University History of Lubbock Outreach Kit

Teacher Background Information

On the Road to Lubbock

The first settlers to Lubbock endured many hardships. Many heard about the newly forming town via city promoters who would travel to highly populated areas of the country such as Chicago, St. Louis, New York, and Philadelphia. These city promoters handed out flyers, posted signs, and advertised by word of mouth the advantages of moving to new towns such as Lubbock. Many people believed that they could have a better life in Lubbock, free from political pressures they felt in the city, and had the opportunity to be their own boss and make big money in the ranching, farming, and eventually the cotton industry. Before the journey, settlers had to prepare by purchasing supplies. They often used up their entire life savings for one trip. Many traveled together in groups to protect themselves from Indian attacks or getting lost. Along the way, they experienced hardships such as death, running out of food, and often lost supplies in accidents or through trade with Indian tribes or with other families. As more and more people settled into an area, a general store was developed. It was usually one of the very first buildings built in a community. It commonly consisted of a two-story structure; the store on the ground level and the shopkeeper's house built on the upper floor. The size of most stores was not very big, about the size of today's classroom. There was no 60
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wasted space inside the store. Goods were displayed on shelves running the entire perimeter of the building. Some goods were stored in barrels either inside the store or just outside the front door. Other items were displayed in bushel baskets, bins, glass canisters, cloth sacks, or sometimes overhead on wires strung across the ceiling. Items that were sold included food that could not be grown in this part of the country, such as coffee, sugar, baking powder, or tea. Other items might have included tools such as shovels, hammers, saws, nails, and wire, dishes, pots and skillets, silverware, coffee grinders, candles, rugs, books, ribbons, buttons, children's toys or baby items, clothing, or cloth to make clothing at home. The general store also served a second purpose as a meeting place where people could visit, play a game of checkers or marbles, pick up their mail, or see the latest in fashion, gadgets, or tools. Most of the settlers in a community used a barter system to pay for goods instead of using money. Bartering, meaning trading one product for another of equal value, was sometimes known as "country pay." The settlers would gather up goods such as eggs, extra butter, cheese, or vegetables from their homes and take them into the town to make a trade. It was difficult to trade different items of equal value against each other. Who was to say what one good was really worth? In exchanging small quantities of store goods for equally small amounts of diverse local products, a vital service for the continued success for the region was provided. Goods brought into the store for barter trade could be sold to other customers and any surplus shipped for sale in larger communities.

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George Singer established the first general store in Lubbock County around 1885. Not only was the store a trading post, but also served as a post office. Even though the actual city of Lubbock would not be established for approximately another 20 years, the Singer store served its area customers faithfully with the goods they needed to survive on the harsh South Plains.

For further reading: Byers, Betsey Cromer. (1985), The Golly Sisters Go West. Harper & Row. Field, Rachel. (1988), General Store. Breenville Books. Levitin, Sonia. (1998), Boom Town. Orchard Books. Pelta, Kathy. (1998), Trails to the West: Beyond the Mississippi. Raintree Stick Vaughn. Potter, Beatrix. (1987), Tale of Ginger & Pickles. F. Warne. Wilder, Laura Ingalls. (1995), Going to Town: Adapted from the Little House Books by Laura Ingalls Wilder. Harper Collins.

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On the Road to Lubbock Shopping Provisions


Item How Much 1900 cost Sacks of flour ................................. 1000lbs ............................................ $35 Sugar............................................... 200 lbs ............................................. $20 Bacon .............................................. 600lbs .............................................. $60 Coffee ............................................. 80 lbs ............................................... $12 Rice ................................................. 50 lbs ............................................... $3.20 Tea .................................................. 60 lbs ............................................... $4.80 Baking Soda ................................... 10 lbs ............................................... $1 Dried Apples.................................. 100 lbs ............................................. $9 Dried Peaches ................................ 20 lbs ............................................... $9 Salt .................................................. 80 lbs ............................................... $1.25 Pepper ............................................ 6 lbs ................................................. $1 Dry Beans....................................... 180 lbs ............................................. $4.50 Crackers.......................................... 40 lbs ............................................... $3 Vinegar ........................................... 10 gallons........................................ $2.50 Molasses ......................................... 115 lbs ............................................. $9 Pickles............................................. 50 lbs ............................................... $5 Soap ................................................ 25 lbs ............................................... $2 Eggs ................................................ 1 dozen............................................ $.05/dozen Covered trunk................................ 1....................................................... $7 Men's heavy flannel shirt.............. 1....................................................... $1 Men's lightweight shirt ................. 1....................................................... $0.95 Men's necktie ................................. 1....................................................... $0.25 Men's suspenders .......................... 1 pair ............................................... $0.25 Heavy Pants................................... 1 pair ............................................... $4 Dress Pants..................................... 1 pair ............................................... $2.75 Work Boots..................................... 1 pair ............................................... $5 Dress shoes..................................... 1 pair. .............................................. $1.75 Overcoat ......................................... 1....................................................... $10 Socks ............................................... 1 pair ............................................... $0.40 Cowboy Hat................................... 1....................................................... $4.50 Men's dress hat .............................. 1....................................................... $1.25 Heavy wool underwear ................ 1 pair ............................................... $1.50 Silk fleeced underwear ................. 1 pair ............................................... $0.75 Men's pajamas ............................... 1....................................................... $1 Razor............................................... 1....................................................... $2 Pocketknife..................................... 1....................................................... $1 Rope................................................ 10 feet.............................................. $1 Shovel ............................................. 1....................................................... $0.50 Axe.................................................. 1....................................................... $0.50 Saw ................................................. 1....................................................... $0.75 Hammer ......................................... 1....................................................... $0.50 63
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On the Road to Lubbock Shopping Provisions


Item How Much 1900 cost

Rifle................................................. 1...................................................$4 Horseshoes..................................... each .............................................$2 Wagon wheels ............................... each .............................................$15 Women's dress............................... 1...................................................$3 Women's shoes .............................. 1 pair ...........................................$0.50 Woman's shawl.............................. 1...................................................$1 Women's apron.............................. 1...................................................$1 Women's Bonnet............................ 1...................................................$0.25 Woman's nightgown ..................... 1...................................................$1 Girl's dress ..................................... 1...................................................$1 Girl's shoes ..................................... 1 pair ...........................................$0.50 Girl's bonnet................................... 1...................................................$0.25 Doll ................................................. 1...................................................$0.75 Boy's shirt....................................... 1...................................................$0.50 Boy's pants ..................................... 1...................................................$0.50 Boy's shoes ..................................... 1 pair ...........................................$0.25 Boy's toy locomotive ..................... 1...................................................$1 Plates .............................................. set of 4.........................................$1 Eating utensils/silverware ........... each .............................................$0.15 Skillet.............................................. 1...................................................$0.25 Cooking pot ................................... 1...................................................$0.15 Ladle............................................... 1...................................................$0.10 Coffee cups..................................... set of 4.........................................$1 Coffee pot....................................... 1...................................................$1 Muffin tin ....................................... 1...................................................$0.25 Wash basin..................................... 1...................................................$0.50 Funnel............................................. 1...................................................$0.10 Coffee grinder................................ 1...................................................$1 Camp chair..................................... 1...................................................$1 Oblong cake pan............................ 1...................................................$0.25 Sharp knife for cutting .................. 1...................................................$0.25 Hair brush...................................... 1...................................................$1 Comb .............................................. 1...................................................$0.50 Mirror ............................................. 1...................................................$1.25 Pocket watch.................................. 1...................................................$3.50 Toothbrush..................................... 1...................................................$0.10 Source: DBI Books, Inc. (1970). Sears Roebuck and Co. Catalog, 1900. Technical Publishing & Company. 64
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Todays Date, 1900

Dear Future Lubbockite, Hello! My name is Tex Texan and I would like to officially invite you and your family to make the long journey to the newly formed town of Lubbock, Texas. There are many opportunities awaiting you in your new home. The farming is great because Lubbock has an abundance of rich soil and is capable of producing all sorts of grains and vegetables. There is plenty of grass to feed your sheep, cattle, and horses without spending a lot of money on other types of feed. Ranching is also available because of all the open land. We recently built a courthouse, jail, windmill, school, church, and hotel in our new town. There is a general store run by the Singer family in which you can purchase supplies and equipment once you arrive. We hope to have a town newspaper within the next couple of years and are awaiting the arrival of the railroad in the near future. The journey you will take will be long and may be dangerous at times, but will be well worth the trouble once you and your family arrive in your new home. To encourage settlers to come to Lubbock, I have arranged to give you a cow, two horses, a wagon, $500 and a plot of land to build your house once you arrive. You will need to purchase some supplies at your hometown general store before you begin the journey. You will need to be creative in your budgeting of money along the way or learn to do without things, but I know that you are smart enough to trade with American Indian tribes or with other settlers along the way. We are anxious to have you join us as a citizen in Lubbock! Sincerely Yours, Tex Texan

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On the Road to Lubbock Budgeting Worksheet


-$500 Supply bought Price available money

__________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________

Total Spent

____________

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On the Road to Lubbock Suggestions of adventures along the journey (Teachers Note: Teachers may want to assign adventures or allow students to make up others. Suggestions may be edited to fit classroom needs.) You receive your letter from Tex Texan inviting you to come to Lubbock. You buy your supplies for the journey in the general store in your hometown to prepare for the journey. You decide to pack your belongings into the wagon and head west to the new town of Lubbock, Texas. You and your family sing camp songs under the stars at night. You and your family cook outdoors over a campfire. You meet your sweetheart along the journey and decide to get married. You now have to rebudget your entire supply of money and foodstuffs to accommodate your new family. One of your children dies from a disease known as cholera along the journey. You completely run out of food and must turn around and head back to your hometown. Luckily, you haven't traveled far and another family is gracious enough to give you enough food to make it the entire length of the journey. One of your wagon wheels breaks along the journey and you must walk fifty miles out of your way to find another family who is also traveling to Lubbock. They trade you a good wagon wheel, but you must give them half of your food supply. Native American tribes raid your campsite during the night and disturb your food rations, but do not steal any goods or harm your family. One of your horses gets bitten by a snake and dies. You get lost along the way and lose a day's time trying to figure out how to get back to the main road. A sudden blizzard/thunderstorm/dust storm stops your travels for several days. You meet up with a tribe of Native Americans along the way and trade some of your food rations for several beads, which you make necklaces out of and trade with other pioneers on their way to Lubbock. Your wagonload is too heavy to make it across a bridge and must decide to throw some of the heavier belongings out the back of the wagon. The South Plains are a sight to be seen with acres of vast prairie grass, few trees, and a city waiting to be built. Animals you might see along the journey include prairie dogs, antelope, buffalo, coyotes, jackrabbits, and rattlesnakes. You make it over the Caprock and arrive in Lubbock on time and with your supplies.

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Lesson Objective: Students will learn about the Black-Tailed Prairie Dog and it place within the ecosystem.

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Title: The Vanishing Black-Tailed Prairie Dog Subject: Science/Endangered Species/Ecosystems Time: 45 minutes Lesson Objective: Students will learn about the Black-Tailed Prairie Dog and its place within the ecosystem of the Great Plains. Behavioral Objective: Cognitive/knowledge: Students will learn the definition of an ecosystem. Students will learn the definition of an endangered species. Students will learn basics about the black-tailed prairie dog. Psychomotor/skill: Students will create a 3-dimensional diorama representing the grasslands of the Great Plains. Affective Value: Students will have an appreciation for the basic concerns of the environment and the maintenance of the ecosystem. Citizen Action: Students will research and write for information about how their class can become involved in preserving the National Grasslands and endangered species. Materials Required: Materials provided in the History of Lubbock Outreach Kit: Draw a Prairie Dog town worksheet Prairie Dog Habitat legend worksheet Materials provided by teacher: shoe boxes or other boxes for diorama natural materials such as leaves, grass, etc. for diorama polymer clay for making prairie dog figures paper, stamps, envelopes for letter writing activity or email addresses

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Lesson Procedure: Preassessment: (suggested time 2-5 minutes) (note italicized text is suggested for teacher/student interaction) Write words "ecosystem" "endangered species" and "habitat" on the board. Have students look up these words in dictionary and write them down on paper or for the weeks vocabulary words. Motivational Set: (suggested time 2-5 minutes) Brief discussion: What do we need to survive? What is the student's habitat? What would happen if one part of the system were removed? New Learning: (suggested time 10-15 minutes) Explain that in order for any animal to survive within an ecosystem, it must be physically and behaviorally adapted to the conditions of its environment. Discuss key features to behavioral adaptation (hunting strategies, breeding patterns, social habits) that help the animal cope with the conditions it faces and physical adaptation (physical characteristics) such as fur, eyes, color, etc. Discuss the basic premise of an ecosystem. Application: (suggested time 20-25 minutes) Students use the knowledge gained about prairie dogs and ecosystems to create a diorama incorporating all the elements of an ecosystem. Student verbal presentation in front of the class should follow. Alternate application: Arrange a field trip to Prairie Dog Town at Mackenzie Park to see prairie dogs up close. Students will research and write for information about how their class can become involved in preserving the National Grasslands and endangered species. Students will create a legend and draw the prairie dogs habitat on the worksheet, Habitat Legend Challenge and Draw a Prairie Dog Town worksheet. Common Essential Learnings: communication critical thinking and creative thinking

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The Vanishing Black-Tailed Prairie Dog Teacher Background information

The black-tailed prairie dog is the Texas representative of five species of stout, short-legged, short tailed squirrels that can be found in the western United States. The animal gets its name from the barks or yipping calls. Prairie dogs have large eyes, short tails, and a brownish-tan fur. The black tailed prairie dog is named so because of their black-tipped tail. Prairie dogs are native to short-grass prairie habitats of western North America where they play an important role in the prairie system. They serve as a food source for many predators and leave vacant burrows for the Burrowing Owl, the Black-Footed Ferret, the Texas Horned Lizard, rabbits, hares, skunks, foxes, coyotes, badgers, and even rattlesnakes. They avoid heavy brush and tall grass areas due to the reduced visibility to these habitats impose. In Texas, they may be found in western portions of the state and in the Panhandle. Prairie dogs themselves eat low-growing grasses, weeds, some prickly-pear cactus, and occasionally, animal matter such as worms. Prairie dogs are very social animals. They live as a group in prairie dog "towns" which range from one to over 1,000 acres. These towns are then subdivided. Movement of the prairie dog between subdivisions is uncommon. When family members meet, prairie dogs greet each other with bared teeth in which they "kiss" as form of recognition. Huge prairie dog towns, such as the one that covered 25,000

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square miles and supported a population of approximately 400 million prairie dogs once were reported from Texas. Although prairie dogs still locally are common, today less than one percent of the prairie dog populations and habitat remain. The typical prairie dog home is a hole that descends vertically from a small, volcano-like dirt cone on the ground surface into a number of passages of varying lengths, which may descend three to five meters below ground. The prairie dog carefully tends the dirt pile built up on the surface in order to prevent water from flooding its burrow system, and uses grass to line the nesting cavity in which the young are born. In severe cold the animals become dormant. source: http://www.tpwd.state.tx.us/nature/wild/mammals/prairie.htm http://www.rra.dst.tx.us/bi/mammal/PRAIRIE%20DOG.efm Further information relating to the Black-Footed Prairie Dog and other endangered species can be found at: Parks and Wildlife Foundation, Texas Caddo-L.B.J National Grassland P.O. Box 191207 1400 US HWY 81/287 Dallas, TX 75219 P.O. Box 507 http://www.tpwd.state.tx.us/admin/about_us Decatur, TX 76234 National Forests and Grasslands in Texas Davy Crockett National Forest 701 N. First Street Rt. 1, Box 55FS Lufkin, TX 75901 Kennards, TX 75847 Sabine National Forest 201 S. Palm P.O. Box 227 Hemphill, TX 75948 Sam Houston National Forest 394 FM 1375 West New Waverly, TX 77358

For further reading: Beers, Dorothy Sands. (1990), The Prairie Dog. Dillon Press. Bernhard, Emery. (1997), Prairie Dogs. Harcourt Brace. Casey, Denise. (1987), The Friendly Prairie Dog. Dodd, Mead. Luttrell, Ida. (1984), Lonesome Lester. Harper & Row. Oke, Janette. (2001), Prairie Dog Town. Bethany Backyard.

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Directions: Draw your own prairie dog town below.

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The Vanishing Black-Tailed Prairie Dog Habitat Legend Challenge


A legend is a part of a map or drawing that interprets the meaning of real world features. For example, a square might represent a building, a squiggly blue line might represent a river or a large brown circle might represent a desert. Directions: Create a legend below from the following list and draw in the habitat for the Black-Tailed Prairie Dog within the box. Are there any other things missing from this list that should be added to the prairie dogs habitat? If so, add them to the list and draw them in the picture. prairie dog sagebrush prickly pear cactus rocks river dirt cones low bushes wildflowers ragweed grass

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Lesson Objective: Students will learn about the properties of cotton.


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Title: Cotton, Beautiful Cotton Subject Area: Science/cotton growing/art Suggested Time: 2 class periods Learning Objective: Students will learn about cotton. Cognitive: Students will learn about the growing, manufacturing, and cultivation processes of cotton on the South Plains. Psychomotor/Skill: Students will conduct a series of experiments to learn about the properties of cotton. Students will create art out of cotton-based products. Affective/Value: Students will appreciate the importance of the uses of cotton and its industry to the South Plains. Materials required: Materials provided in the History of Lubbock Outreach kit: Worksheets and handouts, "Parts of the Cotton Plant", So Whats So Special about a Bale of Cotton? "What My Cotton Seed Looks Like," "An Analogy of a Cotton Seed," "Properties of Cotton" cotton seeds cotton combs sample of unprocessed cotton United States map (see lesson two, Geography of Texas) magnifying glasses Materials provided by the teacher cotton balls (at least three per student) containers for conducting properties of cotton experiment (suggestion: paper or Styrofoam cups) water vegetable oil liquid soap paper or journal pencils colored pencils construction paper scissors glue cotton string or yarn magazine photos 76
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markers other cotton based materials for art activity Lesson Procedure: Day One Preassessment: (suggested time: 5 minutes) Read book aloud, "Working Cotton" by Sheryl Ann Williams, or similar book. Motivational Set: (suggested time: 5 minutes) Cotton is very important to farmers on the South Plains. Several southern and western states, including Texas, grow and manufacture cotton. Cotton is such a high commodity in Texas; it is the number one producer of the product out of all the southern states. Show students on a map where the most concentrated areas for cotton farming are in the United States. Have the students mark where the cotton industry is highest on the map. Pass around the sample of unprocessed cotton for students to touch. New Learning: (suggested time: 15 minutes) Discuss the parts of the cotton plant as provided by the handout and the growing and methods for raising a successful cotton crop. Application: (suggested time: 15 minutes) Students will be handed one cotton seed. The students will use a magnifying glass to look, form analogies (it looks like...it's similar to...), and write them on a copy of the worksheet, Analogy of a Cotton Seed. Students also can draw the seed as it appears through magnification on a copy of the worksheet, What My Cotton Seed Looks Like. Students will conduct experiments relating to the properties of cotton using the provided handout as a guide. Alternate Activity: Students will conduct research at the library via internet, reading of encyclopedias and books the appropriate conditions and necessary elements required for seed germination. Day Two Preassessment: (suggested time 5 minutes) Review what we learned yesterday about the parts of the cotton plant and how it is grown. Motivational Set: (Suggested time: 5 minutes) 77
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(note italicized text is suggested for teacher/student interaction) Discussion of uses of cotton. Yesterday we were introduced to cotton as a plant. Today we will learn about how cotton is used. How do we use it in our everyday lives? How might the world be different without cotton? New Learning: (Suggested time: 15 minutes) Discuss the process of cultivation from seed to finished product. Pass around cotton combs to illustrate the cleaning process. Discuss how the economy can be affected if the cotton plants for the growing season are destroyed. Application: (suggested time: 20 minutes) Students will a create collage poster using various media (i.e. cotton string, cotton balls, magazine photos, etc.) to show uses of cotton. Alternate Applications: Write a descriptive story putting the student in the cotton's view of the world. Points to consider: How does it feel to be picked off the plant? How does it feel to be spun into thread? What is the final product of the student's journey as a piece of cotton? Using a pattern, create a loom and shuttle from cardboard. Make the loom from an 8" square of cardboard. Cut evenly spaced notches in opposite edges of cardboard. Wrap yarn from one side to another, hooking yarn in notches to help hold it in place. Tie one end of another length of yarn on the loom, alternating over and under each strand. As you add a row, press the new row down against the previous row. Continue until the loom is full, tie off ends and remove from loom. Secure edges with sewing tape or masking tape to keep edges from unraveling. Visit a cotton farm on the South Plains as a field trip to see one in action or invite a cotton farmer to visit your classroom and share his or her occupation. Skills/Common Essential Learning: Communication Critical Thinking and Creative Thinking Technological Literacy Independent Learning

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Cotton, Beautiful Cotton Teacher Background Information

Cotton has been grown for centuries. Researchers in Mexico have discovered fibers in cloth as old as 7,000 years; however, the cotton industry in the United States has only been in existence since the mid 1790's. It was only during the 1730s that cotton was first spun by machines in England. With this development of quickly making objects at relatively low cost, the Industrial Revolution was born. In 1793, an American inventor by the name of Eli Whitney patented a cotton gin, which separated the cottonseed from the lint. Before this time, the fiber had to be separated by hand, a tedious, and expensive operation. The gin, short for engine, could do the work 10 times faster than the handpicking method. Cotton first became important to United States agriculture during the 19th century, when demands were put on higher yields of production. Although it is also grown in several Southern states, Texas ranks as the highest producer in the country, making the United States the sixth largest producer of cotton in the world. Much of Texas production is exported to other countries, which is then made into clothing, and sold for profit.
www.cotton.org/pubs/cottoncounts/fieldtofabric/index.cfm

The bulk of cotton production in Texas is a short-staple Upland variety, mainly cultivated in the northwestern part of the state. This short-staple cotton contains fibers 79
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that are shorter in length ranging from 3/4" to 1 1/4." Upland cotton is mainly used to make denim and T-shirts. For Upland cotton farmers to create a profitable crop it must be planted at the proper time, in the late spring or early summer, and adequate moisture through rainfall or irrigation must be present. Harmful insects and weeds that would rob the plants of vital nutrients and moisture are other concerns for the farmer. There are nine steps taken during the production and processing of cotton. Before any seeds are planted, the ground where the plant is to be grown is sprayed with chemicals to prevent insect infestation. This spraying is done with ground equipment, or for larger fields, by airplane. In Texas, there are two main ways that cotton is grown: on an irrigated farm or on a dry land farm. On an irrigated farm, the farmer needs to make sure that the fields are not leveled, but slope slightly. This helps the water flow slowly down the field making sure that each plant gets the appropriate amount of water. The farmer then digs furrows in the soil. Digging along the sides of the dirt, usually about 3 feet apart from each other, makes the furrows. These act as canals to bring water along the length of the field and distributes it evenly to each plant. The second step is to plant the seeds, either by hand or with a machine. After the seeds are planted, the farmer must keep a careful eye on his crop, making sure they receive adequate moisture, sunlight, and pests are kept away. One of the most harmful pests to a cotton crop is the boll weevil. This insect, usually about 1/4 in length, primarily feeds on the cotton lint from the plant.
http://www.auburn.edu/~sparrma/whatisabollweevil.html

Boll weevils live between 3-5 weeks, so many generations can live in one harvesting season. The most damage to the cotton plant is done when the boll weevil is in the larvae 80
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the stage, in which it lives within the innermost depths of the cotton boll, hatches, and then feeds on the plant from the inside out. After several weeks of irrigation and growth, a cotton flower develops from the stem into a ball shape, called a boll, which then matures and opens. When the cotton bolls open, you can see the fluffy white cotton fiber that has been growing inside. Before it is processed, the cotton fiber is called lint.
www.cottonaustralia.com.au/KD_thecottonplant.html

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www.cottonsjourney.com/storyof cotton.htm

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About 180 days later, harvesting is done. The farmer knows when the cotton is ready to be harvested when the plant has lost its leaves naturally, or by defoliation. The plant is then picked, put into a trailer, and taken to the gin where it is cleaned, seeds are removed, and the lint is bailed. To bail the lint means to pack it into a rectangle shape and secure it for easy transport. Each bale of lint weighs about 480 pounds. At the textile mill, the bales are cleaned once again, carded,
http://www.cotton.org/pubs/cottoncounts/what-can-you-make-.cfm

combed, and twisted into a rope or sliver. This thin rope then is woven into cloth. The cloth then goes into the production of clothing, home furnishings, upholstery, and other items. All parts of the cotton plant have commercial uses. The short fuzz called linters on cottonseed provides cellulose for making plastics, explosives, and other products. Linters are processed into batting for padding mattresses, furniture, and automobile cushions. The meats or kernels inside the cottonseed are crushed for oil, which is used for shortening, cooking oil, and salad dressing. The part of the meat, which remains after processing, is used as mulch for soil covering and meal in livestock feed. The stalks and leaves of the cotton plant are plowed under after harvesting to enrich the soil for next year's crop.

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A new use for cottonseed developed by scientists is a high-protein concentrate for use in baked goods, meat extenders, cereals, and soft drinks.

Between 1905 and 1915, cotton developed as a major industry to the South Plains. The first cotton ginning facility opened in Lubbock County in 1905 with other gins opening in the surrounding areas around the same time. From 1905 until the end of WWI, cotton farming was a respectable, but not
http://www.cotton.org/pubs/cottoncounts/story/how.cfm

necessarily lucrative cash crop for the South Plains. After the end of WWI, the demand for cotton increased across the country and farmers took advantage by planting more crops. Production rose from 947 bales in 1915 to almost 4,000 bales in 1918 to more than 13,000 bales in 1919. In the 1920's, production continued to rise to an average of 41,000 bales per year throughout Lubbock County. During the first twenty years of the 20th century, the mechanization of equipment allowed farmers to produce more crops efficiently and productively. With the invention of the internal combustion engine in the 1920's, farmers traded in their reliable mulepower, the "old Jenny" for tractor power, the "poppin Johnny." In addition to tractor power, better irrigation methods allowed South Plains farmers to focus mainly on cotton production, and cotton productions eventually surpassed ranching as the major industry in West Texas. By the 1930's, Lubbock soon emerged as the center of the South Plains cotton enterprise where it continues to be a lucrative business for many farmers.

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For further reading: Buehr, Walter. (1965), Cloth: From Fiber to Fabric. W. Morrow. Burandt, Harriet. (1997), Tales from the Home Place; Adventures of a Texas Farm Girl. Henry Holt. Crofford, Emily. (1982), Stories from the Blue Road. Carolrhonda Books. Hammond, Winifred G. (1968), Cotton, From Farm to Market. Coward-McCann. Latham, Jean Lee. (1963), Eli Whitney, Great Inventor. Garand Publishing Company. Lenski, Lois. (1949), Cotton in My Sack. Lippincott. L'Hommedieu, Arthur John. (1997), From Plant to Blue Jeans: A Photo Essay. Children's Press. LeTord, Bijou. (1980), Picking and Weaving. Four Winds Press. Mitgutsch, Ali. (1981), From Cotton to Pants. Carolrhona Books. Rosenblum, Jonathan. (1976), Blue Jeans. Messner Publishers. Selsam, Millicent Ellis. (1982), Cotton. Morrow Publishers.

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Cotton Vocabulary
Bale a large closely pressed package of bound material, usually wrapped and weighing between 480 and 500 pounds. Combing a process used that makes the fibers go in the same direction to twist the cotton, wool, or mohair into yarn. Cotton Gin cotton. a machine that separates the seeds, hulls, and foreign material from

Cottonseed Oil a pale yellow fatty oil obtained from cottonseed and used chiefly in salad and cooking oils. Lint Mill a fibrous coat of thick hairs on cotton seeds that yield the cotton staple. a building or buildings with machinery for manufacturing.

Staple a textile fiber or relatively short length that when spun and twisted forms a yarn. Thread a group of fibers formed by spinning and twisting together to form a continuous strand.

image found http://www.cotton.org/pubs/cottoncounts/story/index.cfm

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Properties of Cotton
Directions: Experiment with the cotton balls provided by your teacher and record your observations. Solution Hypothesis Observations ________________________________________________________________________ Water

Vegetable Oil

Liquid Soap

Other Observations Color __________________________________________________________________ How does it feel to touch?________________________________________________ What does it smell like? ________________________________________________________________________ Is it light or heavy? ________________________________________________________________________ Can it be separated? ________________________________________________________________________ Is it rough or smooth? ________________________________________________________________________ Write other observations you make about cotton here: _______________________________________________________________________ _______________________________________________________________________ 87
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An Analogy of a Cotton Seed


Directions: Look at your cotton seed under the magnifying glass. Fill in the blanks with your responses. My cotton seed looks like: ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________

My cotton seed reminds me of: ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________

If I was a piece of raw cotton, I would like to be spun into thread to make: ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ It would look like this:

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WHAT MY COTTON SEED LOOKS LIKE 89


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One bale of cotton (about 480 pounds) can make

215 pairs of jeans 409 mens sport shirts 765 mens dress shirts 1,217 mens T-shirts 3,085 diapers 21,960 womens handkerchiefs

249 bed sheets 690 terry cloth towels 1,256 pillowcases 2,104 pairs of boxer shorts 4,321 mid-calf socks 313,600 $100 bills

Source: www.cotton.org/cottoncounts/what-can-you-make.cfm

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Student Name____________________________________________________________

Parts of the Cotton Plant


Directions: Label the parts of the cotton plant.

Cotton image found at: http://www.straw.com/quilting

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Parts of the Cotton Plant


Teacher Answers
Directions: Label the parts of the cotton plant.

Boll

Lint

Stem

Cotton image found at: http://www.straw.com/quilting

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Lesson Objective: Students will learn that Lubbock and the surrounding areas have produced many famous people.

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Title: Famous Faces: Everyone Has Their 15 Minutes of Fame Subject: Language Arts/News writing Time: 2 3 class periods Learning Objective: Students will learn that Lubbock and surrounding areas have produced many famous faces. Behavioral Objectives: Cognitive: Students will learn what elements go into newspaper articles and journalism writing. Psychomotor/Skill: Students will create their own newspaper. Affective/Value: Students will recognize journalistic writing from other writing styles. Materials Required: Materials supplied in History of Lubbock Outreach Kit: Dummy Layout sheet, Lubbock Avalanche Journal Famous Faces of Lubbock list Materials provided by teacher: todays edition, Lubbock Avalanche Journal sheets of newsprint at least 18x24 markers crayons colored pencils paper pencils digital camera (optional) Polaroid camera (optional) Lesson Procedure: Preassessment/Motivational set: (suggested time 5-10 minutes) (note italicized text suggested for teacher/student interaction) Write the word hero on the board. Ask students to define the word. Group discussion: Do you have a hero? Why are they your hero? Is a hero necessarily someone who is famous? What defines someone who is famous?

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New Learning: (suggested time 15-20 minutes) One of the most common ways that people become famous is to have several articles written about them in the local newspaper. Discuss the history of the newspaper and the elements that make up the newspaper, i.e. front page, local, national, obituary sections. Discuss what elements go into interviewing and newspaper writing. Application: (suggested time: one entire class period) Have student create an interview situation and interview each other. Using newsprint folded in half, create a classroom newspaper incorporating articles that students themselves write. The classroom newspaper should have each element of the paper represented. Students can interview each other as if they were celebrities and/or regular townspeople. Student can draw with markers, crayons, or colored pencils for graphics and photos or use the Polaroid or digital camera to incorporate photographs within the publication. Alternate application: Students research a major event of the year in which they were born in the library or on the Internet and write an editorial in journalistic style concerning that event. Students may want to draw an editorial cartoon that relates to the story. Students choose a newspaper that covers a large reading population (i.e. Lubbock A-J, New York Times, Dallas Morning News) and research the major local, national, or international events of the decade in which they were born and graph and analyze those stories that received the most coverage. Research the major news stories of a particular year and have the student create a visual of the years top story. This may be in a drawing, poster, etc. When presenting to the rest of the class, the student may want to incorporate other elements significant to that year including: fashion trends of that year, playing a tape or CD of popular music of that year, or other visual media representing that year. Learn math with the A-J! Calculate the cost to print an issue of the Lubbock A-J. Determine how costs are determined by buying ad space and circulation costs vs. subscription prices. Determine a percentage of how much of the paper is devoted to advertising, news stories, editorials, etc. Measure the length of each column, headline, or photo and determine how much of these elements take up on a page. Have all students in the class work together to create a newspaper relating to a specific issue that involves their school.

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Summary: (suggested time: 2-5 minutes) Read todays issue of the Lubbock Avalanche-Journal and have students point out key elements of the newspapers body and writing style. Common Essential Learning: Communication Numeracy Critical and Creative Thinking Independent Learning Social Values and Skills

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FAMOUS FACES OF LUBBOCK AND SURROUNDING AREAS


Mac Davis, Lubbock (1942----) Singer Jimmy Dean, Plainview (1928--) Singer, Founder, Jimmy Dean Sausage Dr. Bernard Harris, Lubbock (1956--) Astronaut, Physician, Texas Tech Regent Buddy Holly, Lubbock, (1936-1959) Lead Singer, 1950s Rock & Roll band, Buddy Holly and the Crickets Rick Husband, Amarillo (1957-2003) Space Shuttle Columbia astronaut, Texas Tech graduate Wayland Jennings, Littlefield (1933--) Singer Johnathon Johnson, Abilene (1982--) 2004 Olympic Athlete, 800 meter dash William McCool, Lubbock, 1961-2003) Graduate, Coronado High School, Space Shuttle Columbia Astronaut Natalie Maines, Lubbock (1971--) Singer, Dixie Chicks Sheryl Swoopes, Brownfield (1971--) 2004 Olympic womens basketball athlete, WNBA player, part of the 1992-93 NCAA championship team, Texas Tech University Tanya Tucker, Seminole (1959--) Country singer Bob Willis, Lubbock, (1905-1975) Country Singer, Fiddler

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Elements of a Newspaper Teacher Background Information

The recording of news has had a long history. Although the invention of newspapers as we know them today are only a few centuries old, the gathering of information to be distributed to the public can be traced as far back as Ancient Egypt. It was during this time slaves gathered information relating to the pharaoh and scribes drew the information in the form of illustrations known as hieroglyphics onto papyrus strips. During the Middle Ages, town criers related information about on goings within villages orally by shouting the news in the streets. In 1450, Johann Guttenberg invented moveable type that made printing on paper easier and faster than the traditional hand-written method of the past. In this method, each letter of the alphabet was formed out of metal, and mounted onto a block of wood. The blocks could ten be moved around to form words. The blocks were inked, and printed onto paper. This invention of the printing press made information available to a widespread audience. Since printing was now easier and less expensive to obtain, more and more people learned to read, a skill before only available to the extremely wealthy or religious class. The first successful American paper began as a weekly publication in 1740 called the Boston News-Letter. It circulated to about 300 people and was mainly read

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in coffee houses. In it, local newsworthy items, lost-and-found items such as lost cattle and runaway slaves and advertisements for local businesses and services were published. By 1816, there were more than 1,200 newspapers published in the United States. In 1833, Benjamin H. day began to publish the New York Sun, the first daily newspaper. Selling for just one center, rather than the more expensive competitors newspapers, (six cents each) the New York Sun had more of an audience. Other newspapers caught on to the trend and eventually lowered their price to a penny as well. These newspapers concentrated on subjects of local interest, and brought something to the paper-the editorial. These editorial columns attempted to influence the readers point of view on political subjects of the day, such as slavery. By the end of the 19th century, many large cities had daily newspapers, which included editorials, news items, and special features such as columns about love advice and recipes. By 1883, the newspaper world was a fierce storm of competition, which battled for readers: which paper could be first to report the news and which could sell the most papers. the owner of the San Francisco Examiner, William Randolph Hearst, encouraged his reporters to sensationalize the news to make it more exciting and to boost readership. Today the news is delivered in a variety of ways. Radio, television, Internet, and of course, the daily newspaper are some of the most common ways we find out about the world around us. In a newspaper, several details can be given about a story that readers might otherwise miss out if they listen to the news on radio or television. While big city papers tend to carry more national or international news,

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small town newspapers are just as essential because they tend to focus on local issues that readers might not find if they look elsewhere. Luckily for Lubbockites, we have access to both national and international news, as well as local on-goings with our local paper. The first issue of Lubbocks first major newspaper hit the newsstands on May 4, 1900. It was named the Avalanche due to its ability to get information quickly, print it, and distribute it to the pubic suddenly, much like when an avalanche hits. In October of 1922, the Avalanche began appearing as a daily newspaper (except on Monday) and was renamed the Lubbock Daily Avalanche. Much like the newspaper today, it reported on national and local news. In 1923, the paper started publishing a morning edition rather than an afternoon publication and was rivaled by the weekly publication of the Plains Agricultural Journal. Two years later, the Plains Agricultural Journal changed their name to the Lubbock Daily Journal and began printing in the afternoon. In 1926, the Avalanche publishing company acquired it and began publishing the Lubbock Daily Journal in the evening and continued to publish the Avalanche in the morning. Both papers were published until 1959. In June of that year, the names were combined to form the Lubbock Avalanche-Journal with daily and Sunday editions of the news. There are several sections to the newspaper. These make reading informative, educational, entertaining, and enjoyable. Some newspapers may include a sports section, editorial or opinion page, city or local news (sometimes called a Metro section) lifestyle, comic strip, and classified ad sections. Other newspapers may include a farm report or business section. Still other papers may include a food section, movie review or advice column. These may be printed once a week or every day. Each newspaper

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has its own distinct look but almost al daily and weekly papers, from the big metropolis to the tiny village, have the same elements. The first page of every newspaper is called the front page. This is what people often consider to be the most important page of the newspaper because this is the first thing the reader sees when he or she picks it up. This page contains the most important world, national, or local stories. It is at the top of the front page that the flag, or name of the newspaper is written. Some newspapers have ears to them. The ears are placed on either side of the flag, one detailing the weather forecast, the other side stating a sort of table of contents where a reader might find other sections of items of interest. The folio line is beneath the flag. This line gives the day of the week, date, number of pages, and price of the paper. A play-picture is sometimes centered in the middle of the front page. This picture is give an important position on the page is usually a visual of the lead story, or the most important story of the day. Below each photograph is a caption, which explains the photograph in more detail. Just like papers of long ago, todays newspapers have both news related stories as well as opinion pages. These columns, also called editorials, give their opinions, likes and dislikes about governmental policy or current events. Editorial cartoons also fill the pages of the editorial section and visually give the artists point of view rather than in text form. Also within the opinion page is the mast head.. The masthead contains information such as the name of the publisher, place where the newspaper is published, number of people who buy the paper each day, date the paper was established, and names of people who are on the editorial board or names of the owners of the paper.

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Above each article, or news story, is the headline. The headline is a short, three to seven word sentence that summarizes each article. The reader often decides if they was to read more about the story just by reading the headline. Some newspapers have sub-headlines that give even more detailed information than the headline, but still sums up what information is within the article. The next line is the by-line. This identifies the author of the article. If an article comes from another city, a dateline begins each article that identifies from which city the article originated. Because so many people work so hard to put a newspaper together and there are so many different elements to the publishing of a newspaper, advertising must be sold to pay for the ink, paper onto which the news will be printed, staff salaries, office space and delivery costs. About 80% of a typical city newspaper consists of advertising. Some larger ads may take up an entire page, and others, like those found in the classified ad section, may take up one or two lines of space. In American newspapers, the stories are written in columns. Some papers have two columns, other may have as many as six. These columns allow the story to be read from the top of the page down, rather than left to right. The photos, headlines, and ads within the page help make the page visually interesting as well as easy to read. When a journalist, or someone who writes for a newspaper, writes a story, there is a specific formula that he or she uses. The five Ws-who, what, when, where, and why are the most important elements to good newspaper writing. All journalists begin the first paragraph of each story by answering these questions. The most important information is written in the first paragraph, then the less important details are added later in the story. If there isnt enough room on the page to fit the entire article, the bottom paragraphs ca be cut off and the story will still make sense

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to the reader. This is known as the inverted pyramid. Each sentence of the story is written in a clear, most direct manner with correct spelling, grammar, and punctuation. There are several types of news stories as well. As mentioned above, there is the editorial, which gives the opinion of the journalist. Another form of story is the straight news story, which gives just the facts based on what the journalist sees or what they hear from interviewing people associated with the story. A feature story usually is written about people and what they like to do for fun, if they have an unusual job, interest, or hobby. An interpretive story covers facts in detail to help readers understand things better. A promotional story tries to persuade the reader to do something. A commemorative story commemorates a significant year or event to history, such as the day of the citys founding, a major war or battle, or the anniversary of a major event or person. For further reading: Crisman, Ruth. (1991), Hot Off the Press: Getting the News in Print. Lerner Publications Company. Dubrovin, Vivian. (1985), Running a School Newspaper. F. Watts. English, Betty Lou. (1985), Behind the Headlines at a Big City Newspaper. Lathrop, Lee & Shepard Books. Fenton, D.X. (1980), Behind the Newspaper Scene. Crestwood House. Gibbons, Gail. (1987), Deadline: From News to Newspaper. Crowell.

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Lesson Objective: Students will learn about quilts and that they can tell the history of a person or community.
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Title: History Through Quilting Subject Area: Social Studies/Community values/ storytelling/geometry/art Time: 45-50 minutes Lesson Objective: Students will learn about quilts and they can tell the history of a person or community. Cognitive: Students will be introduced to and recognize styles of quilts. Students will learn that quilts tell a story. Psychomotor/Skill: Students will create a quilt that represents the history of Lubbock. Affective/Value: Students will appreciate the artisanship of quilt making Materials Needed: Materials provided by the History of Lubbock outreach kit: Book, The Patchwork Quilt Quilt sample History of Lubbock timeline (for reference and inspiration) Overhead projector slides of styles of quilts Materials provided by the teacher: Scrap construction paper cut into geometric shapes (squares, triangles, rectangles, circles, rings, etc.) Glue scissors crayons or markers white paper at least 8 1/2"x11" (larger is best) large sheet of butcher paper Lesson Procedure: Preassessment: (suggested time 2-5 minutes) (note italicized sentences are to encourage teacher/student dialogue.) Ask students questions about quilts. Have they ever seen a quilt? Pass the quilt sample around. Do they have any quilts at home? Do they have anyone in their family who makes quilts? What is the use of the quilt at home? Where are the stitches located? Are there any objects on the quilt such as people, rings, or flowers? Where does the quilt feel thick and thin? What functions have quilts had throughout history? What function do quilts serve today? 105
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Motivational Set: (suggested time 5-10 minutes) Read book, The Patchwork Quilt aloud. Review what the quilt symbolized to each member of the family. New Learning: (suggested time: 10 minutes) Discuss types of quilts and patterns. Talk about quilting bees and show examples of quilt patterns on overhead projector. Discuss why some of these patterns were used. Define a quilting bee and its importance to women on the frontier. Application: (suggested time: 20 minutes) Give each student a copy of the quilt template. Have the students cut a piece of square paper in to four equal sized squares (or as close to equal size as you can). In one of the smaller squares, have the student draw with markers or crayons an event relating to their lives. In another square, have the students draw an event relating to the history of Lubbock. Have students use geometric shapes to create a design of some relevance in the third square and the fourth square can be any design of the students choosing. To recreate a "quilting bee" atmosphere, allow students to sit on the floor in small groups and chit-chat while working. What do they talk about? What did the women of the 1800's talk about when they were at a quilting bee? Once completed, make piles of the squares and have students choose four new squares (not their own) and have them glue them together to form a larger square. Have the students share their new quilt with the class and interpret a story each of the squares might tell. On a large sheet of butcher paper, glue each small quilt down to create one large class-sized quilt. Common Learning Essentials: Communication Numeracy and pattern cultural, social, and personal environment

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History Through Quilting Teacher Background Information

Throughout history, quilting has been an art form that serves many purposes. Not only a tool for warmth on cold nights, a quilt was used to express political views, decorate people's homes, or to remember a loved one or special event. By using scraps of familiar material, quilts are both personal and communal, both aesthetic and functional. Quilting continues to be a largely home-based pursuit engaged in primarily by women, although men throughout history have also created them. Quilts reflect the lives of the people who create them, and they reflect the cultural history of a particular place and time. Every community on the Western frontier has a quilting history. Quilting bees, a time for women to gather, and work on their quilts together was very important to the sanity of women on the American frontier. Because of the vastness of the American Frontier at the turn of the century, the Frontier was especially lonely for women, who were often miles away from family. Many miles were often between households, thus, women revered in the ability to socialize with other townspeople and show off their talents. The basic concept of a quilt is two blankets sewn together with padding in between. The stitching that keeps the padding in place creates a pattern that

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invites further decoration. This decoration can employ such elements as color, pattern, symbols, or narrative designs. Many historians and artists like to study not only the quilt itself, but also the connection between the quilt and the man or woman who made it. One of the ways this is studied is by the names of the patterns the quilter gives to the simplicity or complexity of the design. Patterns can be found with names honoring political or national events, religious beliefs, war heroes, famous people, environmental or family happenings that the quilter deems important. Other functions of quilts were to show community history, observations of surrounding landscape, and to display capability of difficult stitching. During the Civil War, some abolitionist women created quilts with maps showing slaves the pathway to a safe house through the Underground Railroad system. Some patterns and designs were so important to the quilter, that they were actually named on a formal level. Research has shown that the first known quilt name appeared in the Godeys Lady Book in 1835. It was called the honeycomb or hexagon pattern because of its six-sided appearance. Very few of these early publications actually gave a name to the pattern, and when they were named however, the names were usually descriptive, like the previously mentioned honeycomb (hexagon) pattern, and very often they were simply named patchwork because of the patching together of several various 108
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sizes, colors, and shapes into one quilt. Other patterns might have included log cabins, flowers, other geometric designs, and rings.

Its not known exactly how many quilt patterns and names are in existence today, though artists and collectors number the patterns in the thousands.
Images found at www.fabrics.net/Laurette.Patterns.asp

For further reading: Cobb, Mary. (1995), The Quilt-Block History of Pioneer Days. Millbrook Press. Love, D. Anne. (1995), Bess's Log Cabin Quilt. Holiday House. Paul, Ann Whitford. (1991), Eight Hands Round: A Patchwork Alphabet. Harper Collins. Porter, Connie Rose. (2001), Addy's Wedding Quilt. Pleasant Company Publications.

Special Note: For further information and materials to supplement your curriculum relating to Western Pioneers, check out the education divisions Life On the Plains Outreach Kit. Call (806) 742-2432 for more information.

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Matching Quilt Squares


Directions: Match the statement of the quilt with the appropriate picture. 1. I am often called a starter square and am used to create large geometric patterns within the quilt design.

2. I am called the wedding ring pattern because of my inter-twining circular designs.

3. Although women werent allowed to vote until 1920, quilts often reflected their patriotic beliefs.

4. With the advent of the first automobiles, families in America became more mobile. Thus, friendship quilts became a precious memory of old friends.

5. With few rights given to women during the 19th century, creating a quilt was a way of self expression that was entirely hers, and belonged to no one else.

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Matching Quilt Squares Teacher Answers


Directions: Match the statement of the quilt with the appropriate picture. 1. I am often called a starter square and am used to create large geometric patterns within the quilt design.

2. I am called the wedding ring pattern because of my inter-twining circular designs.

3. Although women werent allowed to vote until 1920, quilts often reflected their patriotic beliefs.

4. With the advent of the first automobiles, families in America became more mobile. Thus, friendship quilts became a precious memory of old friends.

5. With few rights given to women during the 19th century, creating a quilt was a way of self expression that was entirely hers, and belonged to no one else.

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Lesson Objective: Students will learn about the elements of musical sound.
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Title: Music Isn't Just An Art Subject Area: Science/Musical Sound Time: 45 minutes Learning Objective: Students will learn about the elements of musical sound. Cognitive: Students will learn that Lubbock has produced several famous musicians. Students will identify the "families" of musical instruments. Students will listen to several styles of American music. Psychomotor/Skill: Students will conduct experiments relating to sound, vibration, and tone. Affective Value: Students will understand how emotions can be expressed through music. Students will understand how music evokes emotions to the listener. Materials Required Materials provided in the History of Lubbock Outreach Kit: Worksheet, "Instrument Hypothesis" Worksheet, "Instrument Graph" small mallet plastic combs tuning fork Materials required of the teacher: small empty glass jars (baby food jars work well) empty glass bottles water wax paper different widths of rubber bands box with hole cut in center (cereal or Kleenex boxes work well) various types and thickness of paper (construction paper, tissue paper, cardstock, etc.) various types of hollow tubes blades of grass pencils oatmeal cans materials to fill the can (dried beans, cotton balls, toothpicks, etc.) 113
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clear glass bowl overhead projector CD of Buddy Holly, Wayland Jennings, Mac Davis (optional) CD Player (optional) Lesson Procedure: Preassessment: (note italicized text suggests dialog for teacher/student interaction) (suggested time: 5 minutes) Play the selection of music on the CD player. Pay particular attention to the sounds the instruments make. Hypothesize what some of the instruments might be that are represented in the selections. Motivational Set: (suggested time: 5 minutes) Not only can music have different affects on our ears, but can raise questions about what instruments work together to make the music and how they create the sound. What are some instruments that students play or are familiar? How would the student describe the sound? Introduce vibration by having students feel their neck when they speak. "Ping" a plastic ruler to make it move back and forth. What type of vibration is made? New Learning: (suggested time: 5-10 minutes) Discussion of the elements of pitch, vibration, amplitude, sound waves, frequency. Discuss elements and qualities of a musical family. To model vibration, place the glass bowl on top of an overhead projector and fill halfway with water. Strike the tuning fork against a hard surface and lightly dip the fork inside the bowl with water. The sound waves in the water should be visible on the screen. Application: (suggested time: 15-20 minutes) Students will experiment with instrument families and record their observations via graphs and forming hypothesis, observation, and conclusion sentences and paragraphs on the worksheets, Instrument Hypothesis and Instrument Graph and Vibration Patterns. (Note: Setting up stations in the classroom and having students take turns at each station may help alleviate the congestion.) Brass family: Roll a sheet of construction paper into a cone shape. Buzz lips into the small end. Change the sound by placing your hand against the open end. What happens when you use a smaller cone? What happens when you use different types and thickness of paper? Woodwind family: Pick a blade of grass and hold it between your thumbs. Blow between your thumbs. The grass vibrates like a reed and makes a sound. If you hold it tighter 114
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or blow harder or softer, does the grass make a different sound? Pour water into empty bottles and blow across the top to make the air inside vibrate. What affect does the change of the sound have on the level of water? String family: Make a stringed instrument out of the empty box and rubber bands and place a pencil under the rubber bands next to the hole. Pluck the "strings" with your fingers. Does the wide rubber band make a low sound than the thin rubber bands? Fill the inside of the box with cotton. What happens? Percussion family: Make a harmonica out of a comb and wax paper. Blow air into the teeth of the comb through the wax paper. Hum into the wax paper. Does the pitch change when you hold the wax paper tighter? What happens when you blow harder or softer? Rub the blocks of wood together with the sandpaper facing inwards. How is the sound affected with different grades of sandpaper? Experiment using the oatmeal can as a drum. What sound does the drum make when empty? Fill the inside of the drum with various materials. What vibration does each material make within the drum? Conduct the same experiment with two metal pie tins and use it as a tambourine. What materials give off pitch, loudness, or vibration? Strike the mallet against the various types of tubes. What tube(s) give off a different sound than others? Why? Fill five baby food jars with various volumes of water. Strike them with the mallet. How does the difference in tones change when the level of water changes? Alternate Application: Invite members of the Lubbock Symphony orchestra to visit your classroom and bring their instruments for discussion and brief performance. Visit the Buddy Holly Gallery in the Buddy Holly Center as a class field trip to learn more about music on the South Plains. Common Learning Essentials: Experimental Learning Communication Creative Thinking

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Musical Isnt Just An Art Teacher Background Information

Lubbock has produced several musicians since the founding of the city. Before Elvis Presley performed at the Fair Park Coliseum and introduced rock and roll to the residents of the South Plains, music on the South Plains followed two styles, country or gospel, both of which produced several stars. In the 1930's, star legend Roy Rogers spent a year in Lubbock perfecting his smooth country style that would later make him famous in Hollywood on the screen. At the same time, fiddler Bob Willis played at dances before his song, San Antonio Rose became popular in 1940. In the 1950's, the country gospel group, "The Chuck Wagon Gang" sold thousands of albums across the South Plains. Perhaps the most famous musician to come out of the Lubbock area is Buddy Holly. Charles Hardin "Buddy" Holly was born in Lubbock on September 7, 1936 and was raised in a musical household. His mother was a vocalist, and his brothers studied and played classical violin, accordion, and piano in addition to singing. Buddy however, showed a quick talent for music and took violin and piano lessons, but favored the guitar as his favorite instrument, learning melodies and harmonies quickly. By the time Buddy entered 7th grade at J.T. Hutchinson Junior High, he was an accomplished guitarist, banjo player, and mandolinist. He and his friends would study famous musicians work faithfully by listening to the radio. 116
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Throughout his junior high and high school career, he formed several bands and played in talent shows, school functions, grand opening promotions, parties, even once at a car dealership. In 1955, Buddy saw Elvis Presley perform in Lubbock at the Fair Park Coliseum and was highly influenced by Presely's work. Perhaps the greatest influence on Buddy was Presley's rhythm-not country, but not blues either. Buddy soon received his first recording contract in 1955 and brought a unique blend of country and rhythm and blues sound to his music. After an intense period of practicing, performing and song writing with his bandmates, The Crickets, Buddy was on his way to super stardom. Their first big hit, That'll be the Day was followed by Peggy Sue, and Oh Boy. They were to inspire other musical groups including the Beatles and the Rolling Stones. Buddy Holly died on February 3, 1959 in an airplane crash while on tour with other musicians in Iowa. Lubbock has also produced several other musicians. Wayland Jennings was born in 1936 in Littlefield, Texas, and grew up listening to folk songs and country music artists. By the age of 12, he formed his own band and made guest appearances on local radio shows. Throughout his career he developed a unique style of music, borrowing from rock and rockabilly styles to incorporate into country music characteristics and eventually went on to win 1975's Country Music Associations Male Vocalist of the Year and a year later won the CMA Award for Best Album, Best Single, and Best Vocal Duo with country legend, Willie Nelson. Natalie Maynes of the Dixie Chicks, and Tayna Tucker, are other more recent musicians from the Lubbock area, among others.

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Music isn't just an art form, but can be a science as well. Tone, amplitude, sound waves, frequency, and pitch are all scientific elements that can be studied, hypothesized, and concluded. The first question scientists might ask is, what is sound? Sound is what is produced when something vibrates in such a way that someone can hear it. The sound is heard when mechanisms inside the ear send electrical impulses to the brain. Sounds can be very loud or very soft. They can very between high pitched or low pitched, can be single musical notes or unpleasant noises, travel outwards in all directions from a single source, or become quieter the further they travel from the source. Vibrations are the movement that can occur in solids, liquids, and gases. If the vibrations are significantly rapid (between 20-20,000 times per second), humans can hear them as sound. Energy is necessary to start something vibrating and keep it going. Without an additional source of energy, the vibrations will gradually become smaller and thus, the sound will fade away. The size of the vibration or it amplitude is a measure of how far the object moves outwards from the starting position. An object vibrating with a large amplitude requires a large amount of energy and produces a loud sound. The frequency of a vibration is simply the number of to and fro movements made in each second. A greater frequency is produced when objects produce more to and fro movements than those with lower frequencies. Just as scientists classify plants and animals into groups, instruments are grouped into "families" as well according to the characteristics that they share. Each family of instruments have certain elements that contribute to the instrument's pitch, or sound, whether it is blowing in more or less air, covering a

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hole or pushing a button, or pushing down on a string. There are other elements to musical science as well. Instruments in the percussion family make sounds when they are struck, shaken, or scraped. This large family includes instruments of many sizes and many different types of materials including different woods and metals. Orchestras also use the percussion section as a finishing touch to a piece of music that is loud, frightening, exciting, or rhythmic. Because this section is used as a finishing touch or to keep the other players in rhythm, the percussion section is not played throughout the entire piece of music, only at certain points. Percussion instruments must be resonant, or clear sounding. Many percussion instruments play a sound rather than an actual musical note. Examples from this family include kettle-drums, snare drums, xylophone, wood blocks, tambourine, gong, cymbals, rattles, castanets, marimba, tubular bells, and triangles. Instruments from the woodwind family make sounds when players blow air into them. As air is blown into them, the air vibrates against the edge of the mouthpiece or reed, which vibrates, setting the air inside the instrument in motion to create the sound. Although they are called "woodwinds," these instruments might be made from metal, plastic, or even bone. Most woodwinds have a "head" where the reed or mouthpiece is located, and a body where finger holes and buttons are located. As the player blows into the mouthpiece, the air inside the tube begins to move and vibrate. As the reed begins to vibrate, the player pushes on the buttons or covers the different holes, which traps more 119
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air inside the tube. This makes the air vibrate more slowly, and the pitch is lower. If the player uncovers some or all of the holes, the pitch gets higher. There are several sizes of instruments within this family. Smaller instruments have the ability to hold less air, thus, they have a higher pitch. The larger instruments have a lower pitch. Examples from this family include the clarinet, recorder, saxophone, oboe, bassoon, bagpipe, piccolo, and flute. Instruments in the brass family also make sounds when the player blows into them. To set the air into motion, the player "buzz" their lips together to create vibration and get the air inside the instrument in motion. These instruments are usually made of brass. Most of these instruments are made of a long, coiled metal tube. It has a mouthpiece at one end and a bell at the other. On top of the tube are valves, or buttons. When the player blows air inside, it makes air move quickly inside and throughout the coiled tube. When the air vibrates, it creates the sound. Pressing on the valves with the fingers changes the sound, or pitch higher or lower. Players can also change the position of their lips to change the pitch. When a valve is pressed, it opens another part of the tube. The air inside has to go farther, so it vibrates more slowly, and the pitch gets lower. With the trombone, the player slides a long tube in and out of the instrument to make the tube shorter or longer, changing the pitch. Examples of this family of instruments include the trumpet, trombone, cornet, tuba, bugle, and French horn. The string family has strings stretched over the instrument and makes sounds when the player draws a bow or pick across the strings with the fingers. Most of the instruments are hollow inside the body. Inside the instrument is an area called the sound box. When the air 120
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inside the box vibrates, which hits against a small pole inside called the sound post, which in turn vibrates, and makes the noise. The larger the instrument, the more room it has for a sound box, thus, more room for the air to vibrate and the lower the pitch. The thickness of the strings also has a lot to do with the sound the instrument makes. The wider and thicker the strings, the lower the sound. The thinner the strings, the higher the sound. When a bow or pick is moved across the strings, the strings vibrate from side to side. This movement of the strings makes the air inside the sound box vibrate. Sounds are changed by pressing fingers against the strings as it is played. Examples of string instruments include the violin, viola, banjo, guitar, cell, harp, mandolin, string bass, zither, sitar, koto, or ukulele. The keyboard family of instruments make sounds when the player strikes the keys. A small arm lifts when the key is struck and hits the corresponding string, which is pulled tightly. The string then vibrates and produces the sound. Just as in the string family, the thicker the string, the lower the pitch. The thinner the string, the higher the pitch. Examples are the piano, clavichord, and harpsichord.

For further reading: Ardley, Neil. (1991), The Science Book of Sound. Harcourt Brace Jovanovitch. Ayers, Samuel Joseph. (1999), Buddy Holly: A Legacy of Music. Hermosa Creations. Hankin, Rebecca. (1984), I Can Be A Musician. Children's Press. Krementz, Jill. (1991), A Very Young Musician. Simon and Schuster. Krull, Kathleen. (1993), Lives of the Musicians: Good Times, Bad Times, (And What The Neighbors Thought). Harcourt Brace Jovanovitch. 121
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Sabbeth, Alex. (1997), Rubber-band Banjo's and Java Jive Bass. John Wiley. http://exhibts.pacsci.org/music/instruments.html

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Instrument Hypothesis
Instrument _____________________________________________________________ Hypothesis

Observation

Conclusion

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Directions: Create a graph that compares the pitch of the instrument family to each other.
Very high

Instrument Graph

Medium High

High

Low

Medium Low

Very Low

String

Brass

Percussion

Woodwind

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Vibration Patterns
Instrument____________________________________________________________ Directions: Draw what you think the vibration sounds like.

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Lesson Objective: Students will learn about the power of wind in West Texas and about the Lubbock tornado of 1970.
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Title: Wonderful Wind: The Tornado that Changed the Face of Lubbock Subject: Science Time: Three class periods Learning Objective: Students will learn about the power of wind in West Texas and about the Lubbock tornado of 1970. Materials required: Materials provided in the History of Lubbock Outreach Kit: Fujita Wind Damage Scale Tornado in a Bottle Instructions Make an Anemometer instructions Make a Pet tornado instructions Pinwheel Collector Instructions Make a Wind Streamer instructions Tornado Tubes Materials required of the teacher: materials for creating alternate activities (see provided instruction sheets) paper/colored pencils/markers for safety booklet activity Lesson Procedure: Day One: Preassessment: (suggested time 5 minutes) (note italicized text is suggested dialog for teacher/student interaction) Ask questions to determine students knowledge about weather. What is the weather like today? What was it like yesterday? What is your favorite type of weather? Why? Motivational Set: (suggested time 5 minutes) Weather is all around us and affects us every day. Discuss and list the various types of weather we can experience on the South Plains. Some weather can be mild, some can be severe. One of the most severe types of weather is a tornado. Have you ever been in a tornado? New Learning: (suggested time: 15-20 minutes) Lubbock is located in the south of an area of the United States known as tornado alley. Why would people choose to live in tornado alley? Lubbock experienced a severe tornado in May of 1970. Discuss how tornadoes form and why they occur. Discuss key 127
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vocabulary of the parts of the tornado. Read eyewitness accounts from the Lubbock Avalanche-Journal from the week after the 1970 tornado aloud. Application: (suggested time: 20 minutes) Create a tornado in a bottle Day Two: Lesson Procedure: Preassessment: (suggested time: 5 minutes) Yesterday we learned that a severe tornado wiped out the downtown district of Lubbock in 1970. Review key points from yesterdays lesson. Motivational set: (suggested time: 5 minutes) Brief discussion: Tornadoes are so severe that people dont have time to prepare in the event of an emergency. Families should be prepared and have a plan if a tornado ever touches down in Lubbock again. New Learning: (suggested time: 10 minutes) Discuss tornado safety and the need to have a plan ready. Discuss practice drills and run drills and safety procedures for a tornado emergency at the school. Application: (suggested time: 20 minutes) Create a safety booklet for your family to use during the tornado season in case of such an emergency. Remember that being prepared prevents injury and saves lives. Booklets should include: weather before a tornado warning signs to keep the public informed where to go in your home or school in case of a tornado what to do when a tornado has passed Students should feel free to illustrate the booklet to make the information clear. Day Three Lesson Procedure: Preassessment: (suggested time: 5 minutes) Review key points learned so far in tornado lessons

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Motivational Set: (suggested time: 5 minutes) Brief introduction to the Fujita Scale. Some tornadoes can be mild, others quite severe. Tornadoes are measured on a scale called the Fujita Scale of Tornado Intensity and rates wind-speed damage. Using this scale, engineers and architects can create tornado-proof designs for houses and other buildings. Conditions can be made safer for people living in areas where tornadoes are frequent. Many of the buildings in downtown Lubbock when the tornado swept through were not constructed according to the Fujita scale. New Learning: (suggested time: 15 minutes) Discussion: What materials are used to tornado proof buildings? Read excerpts from Tornadoes of the United States by Thomas P. Grazuilis, published by University of Oklahoma Press. This book describes strange oddities of intense tornadoes, such as a mention of a chicken stripped clean of every feather, suggesting that feathers explode off the bird in the tornadoes low pressure. Is this possible? Application: (suggested time: 20 minutes) Have each member of the class design and draw a tornado proof building, writing a paragraph describing his or her building and the tornado proof features. Have students write imaginative essay, The wind blew so hard during the tornado. Alternate Applications: Write a poem describing the tornados motion. Design a tornado safety poster. Collect newspaper or magazine pictures of tornadoes and write a short story. Have students write and produce a play about a tornado and its effects on a small community. Calculate average winds speeds for each level of the Frujita scale. Use the Fujita Scale to determine what would happen to Lubbock should an F-5 tornado wipe out the city today. Assume the tornado is moving at 60 mph and is on the ground for 6 minutes. The funnel is 1/8 mile across. Make an anemometer. Make a windchime. Make a wind streamer. Make a wind direction indicator. Contact local television stations and invite a meteorologist to talk to your class about weather phenomenon. For further reading: Adoff, Arnold. (1977), Tornado! Poems. Delacourt Press. Archer, Jules. (1991), Tornado! Crestwood House. 129
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Branley, Franklyn Mansfield. (1988), Tornado Alert. Crowell. Byars, Betsey Cromer. (1996), Tornado. Harper Collins. Erikson, John R. (1995), The Case of the Swirling Killer Tornado. Gulf Publishing Company. Jennings, Patrick. (2002), The Tornado Watches. Holiday House. Kramer, Steven. (1992), Tornado. Carolrhonda Books. Lampton, Christopher. (1991), Tornado. Millbrook. Landt, Dennis. (1976), Catch the Wind: A Book of Windmills and Windpower. Four Winds Press. Nichols, Catherine. (2002), Its the Wind. Benchmark Books. Wulffson, Don L. (1986), Incredible True Adventures. Dodd & Mead, Publishers.

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The Tornado that Changed the Face of Lubbock Teacher Background Information

Lubbock, Texas is located in an area of the United States referred to as tornado alley. Although every state is at risk for tornado damage, Arkansas, Iowa, Kansas, Louisiana, Minnesota, Nebraska, North Dakota, Ohio, Oklahoma, South Dakota, and Texas are most at risk. Tornadoes can form at any time of the year, but typically develop between March and August. Tornado Alley is particularly vulnerable because of its geographic characteristics of cool, dry air that sweeps from the north and meets with warm, humid air that pushes from the south. Not only do these characteristics form tornadoes, but also other severe weather phenomenon relating including hail, thunder, and lightning. Tornadoes can be hard to predict and can range from minor to catastrophic. Meteorologists and storm chasers gather data from satellite imagery, radar, weather balloons, lightening detection networks, and surface weather stations. This data can be used to measure the intensity of a tornado, which is rated on a scale of 0 to 5. A rating of a 5 is the strongest concentration of wind, anywhere from 261-318 miles per hour. These winds are capable of ripping bark off trees and lifting strong frame houses off their foundations.

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Tornadoes come from powerful thunderstorms comprised of wind speeds that can reach as high as 300 miles per hour. They appear as rotating, funnelshaped clouds that cause damage when they touch the ground, sometimes affecting areas as much as a mile wide and 50 miles long. Severe weather can be very scary, and tornadoes are considered one of natures most deadly and violent storms. The United States experiences more than 800 tornadoes each year, but not all touch the ground or cause damage. One tornado however, did touch down in Lubbock and changed the face of the city forever. Lubbock had welcomed a new change to the face of the city in 1970. In April of that year, voters approved a bond package that would give the city an economic boost. These proposed changes were earmarked specifically to go towards building of a new airport. Less than a month after the vote, a deadly and powerful twister nearly destroyed the city. On May 11, 1970, the tornado roared out of the sky, ripping through the intersection of 4th Street and Avenue Q. It headed through the downtown area, veered north to the Guadalupe neighborhood and the country club residential areas and then returned back to the sky. When cleanup efforts began, statistics showed 26 people had died and many others were reported to be injured. The tornado destroyed 1, 046 homes, and damaged more than 8,000. It left more than 1,800 people homeless. Property damage exceeded $200 million. Because of the loss, Lubbockites found their lives disrupted and forced to rebuild what had taken decades to construct. The tornado brought national attention to Lubbock and the South Plains region and local responses for disaster 132
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relief fueled expansion of a rebuilding of the city. Tens of millions of dollars were provided from insurance claims and the federal government. These monies were used to construct the new Texas Tech University Health Science Center, new and improved Memorial Civic Center Complex, which attracted new businesses to the area, and other projects such as the building of the Mahon Library were beneficiaries of that money. The spirit and resourcefulness of the residents of the South Plains demonstrated that a city can live on in the wake of a tornado. Source: Abbe, Donald, Carlson, Carlson, Paul H. and Murrah, David J. (1995), Lubbock and the South Plains: An Illustrated History. Preferred Marketing.

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Fujita Wind Damage Scale


In 1971, Dr. T. Theodore Fujita of the University of Chicago devised a six-category scale to classify U.S. tornadoes. The six categories are named F0-F5. These categories are based upon the estimated maximum winds occurring within the funnel. The Fujita Tornado Scale (or the "F Scale") has become the standard scale for estimating wind speeds within tornadoes based upon the damage done to buildings and trees. In fact, all tornadoes are now assigned an F scale. It is used by the National Weather Service and engineers to investigate the damage and structure of tornadoes. The different categories and effects of damage are as follows: F-0 40-72 mph light tornado usually able to damage chimneys breaks in tree branches F-1 73-112 mph moderate tornado mobile homes pushed off foundation or overturned F-2 113-157 mph considerable tornado mobile homes demolished trees uprooted F-3 158-206 mph severe tornado roofs and walls torn down trains overturned, cars thrown metal buildings collapsed or severely damaged forests and farmland destroyed F-4 207-260 mph devastating tornado well-constructed walls leveled large concrete blocks launched far distances F-5 261-318 mph incredible tornado homes lifted off foundations and carried considerable distances schools, motels, and other large structures damaged considerably with exterior walls and roofs gone, top floors of buildings demolished autos thrown as far as 100 meters. Source: http://media.nasaexplores.com

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Wind Direction Indicator


Materials: Straight plastic soda straw Square piece of construction paper Pencil with eraser tip Straight pin Stapler Scissors
http://www.tornadochaser.com

Instructions: Fold one corner of the square of paper over until it meets the opposite corner to form a triangle. Crease the fold and open the paper. Cut along the fold to make two triangles. Fold one triangle over in half again and crease it along the fold. Now place an open edge of this folded triangle over the straw with the point toward the center of the straw and other open edge at the end of the straw. Staple the tail to the straw. Next push the pin through the straw about one inch ahead of the front of the tail. Push the into the top of the eraser on the pencil. Your wind direction indicator is now ready to go. Hole the wind direction indicator in the wind. It automatically turns around until the tail of the straw points away from the wind and the tip points into the wind. This instrument is useful in determining where the wind is coming from at any one time and in noting variations during the day or from season to season. Hold your wind direction indicator in the wind and notice how often the wind direction changes.

Source: http://www.tornadochaser.com/

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Tornado in a Bottle
Materials needed: 2 clear plastic 2-liter bottles (remove labels) Tornado tubes* Water Funnels Optional: food color/dye, small metal plastic confetti or glitter *Note that if the tornado tube is not secure, water will leak from the connection
http://www.tornadochaser.com

Procedure: 1. Divide students into small groups and pass out bottles, tornado tubes, water and confetti or glitter 2. Fill one bottle about 3/4 full of water and screw the tornado tube onto the top. Before placing the second bottle on top of the first, the teacher may have the students put several drops of food coloring in, or for contrast, some confetti or glitter, into the bottle to help students observe the motion of the water. Attach the second bottle by screwing the empty bottle to the end of the tube. 3. Place a hand securely on top and rest the bottom bottle on a flat surface. Shake the upper bottle briefly in a circular motion. A tornado action will occur. The long twirling funnel students see is the vortex. Did you notice how the water near the center of the vortex spins faster than the water at the edges? The motion of the water in this tornado bottle models the circular movement of air during a tornado. In our model, the water moves downward because of gravity, but in a tornado the air currents move upward because of pressure. Try swirling the bottle faster or slower. What happens? The vortex spins faster or slower. There is a greater correlation of the time required for drainage to the smoothness of the agitation than to the speed of agitation. Can you trace the motion easier with the confetti or glitter? Yes. Try larger or smaller bottles if time permits. How does this affect the vortex? There is no apparent difference with the different sizes of bottles. Vocabulary: 136
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Agitation: an upset in the flow of the direction of the water Vortex: a whirling mass of water or air. Tornado: a strong rotating column of air extending from the base of a cumulonimbus cloud to the ground. Cumulonimbus clouds are also called thunderheads. Funnel Cloud: a rotating column of air extending form a cloud, but not reaching the ground. Wind Shear: any sudden change in wind speed or direction over a small distance.

Source: http://media.nasaexplores.com/lessons/04-011/5-8_2.pdf

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Make an Anemometer
Materials: Five 3 ounce Dixie cups Two straight plastic straws Pin Scissors Paper punch Small stapler Sharp pencil with an eraser

http://www.tornadochaser.com/

1. Take four of the Dixie cups and using the paper punch, punch one hole in each cup, about a half inch below the rim. 2. Take the fifth cup, and punch four equally spaced holes about a quarter inch below the rim. Punch a hold in the center of the bottom of the cup. 3. Take one of the four cups and push one of the straws through the hole. Fold the end of the straw, and staple it to the side of the cup across form the hole. Repeat this procedure for another one-ole cup and the second straw. 4. Now slide one cup and straw assembly through two opposite holes in the cup with four holes. Push another one-hole cup onto the end of the straw just pushed through the fourhole cup. Bend the straw and staple it to the one-hole cup, making certain that the cup faces in the opposite direction form the first cup. Repeat this procedure using the other cup and straw assembly and the remaining one hole cup. 5. Align the four cups so that their open ends face in the same direction (clockwise or counterclockwise) around the center cup. Push the straight pin through the two straws where they intersect. Push the eraser end of the pencil through the bottom hole in the center cup. Push the pin into the end of the pencil eraser as far as it will go. Your anemometer is now ready to use. Your anemometer is useful because it rotates at the same speed as the wind. This instrument is quite helpful in accurately determining wind speeds because it gives a direct measure of the speed of the wind. To find the wind speed, determine the number of revolutions per minute. Next calculate the circumference of the circle (in feet) made by the rotating paper cups. Multiply the revolutions per minute by the circumference of the circle (in feet per revolution), and you will have he velocity of the wind in feet per minute. The anemometer in an example of a vertical-axis wind collector. It need not be pointed into the wind to spin. Source: http://www.tornadochaser.com/ 138
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Make a Pet Tornado

Watch the power of a tornado in your hand Materials: 1 round Mason jar 2 Tablespoons liquid soap 1 marble water

http://www.tornadochaser.com/

Instructions: 1. Fill jar 3/4 of the way full of water. 2. Add 2 Tablespoons of liquid soap 3. Drop marble in and put lid on 4. Hold the top of the jar, and turn in circular motion. Watch the tornado form.

Source: http://www.tornadochaser.com/

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Pinwheel Wind Collector


Materials: Pin Square piece of construction paper (8 1/2x 8 1/2) Sharpened pencil with eraser Scissors Straight edge or ruler
http://www.tornadochaser.com/

Instructions: 1. Lay the paper flat on a table and draw a line diagonally from each corner to the opposite corner. Mark the center of the square where the two lines cross and punch a small hole in it with the pencil tip. 2. Cut along each line stopping about an inch form the hold in the center of the square. Take a pin and punch a hole in the top left corner of each of the four flaps. (No two holes should be next to each other.) 3. Pick up a flap at a punched corner and carefully curve it over toward the center hole, securing it with the pin. Repeat this for the other flaps. When all four flaps are held by the pin, carefully life the paper without letting the flaps unfurl. 4. Lay the pencil flat on a table and carefully push the point of the pin into the side of the eraser. Now your pinwheel is complete and ready to go. Pick up the pinwheel near the pencil point and let it catch the wind. Your students should discover that the pinwheel only spins when the wind hits its center.

Source: http://www.tornadochaser.com/

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Make a Wind Streamer

The wind streamer makes it possible to tell which direction the wind is blowing. It acts like a wind vane. http://www.tornadochaser.com Materials: Paper plate Markers or crayons Scissors Crepe paper Paste or tape Paper punch String or Twine, cut about 12 long Ruler Windy day Preparation: 1. Decorate both sides of the paper plate with crayons or markers. 2. Cut 8 strips of crepe paper into 3 foot lengths and tape or glue them around the plate, making sure there is an equal amount of space between strips. 3. Turn plate upside down and write N, E, S, and W in appropriate places around the plate. 4. Take outdoors and make sure the students crepe paper streamers hang down from the plates. Have the children face north and discuss the direction the wind is blowing by the direction the streamers blow and intensity of wind by how much the crepe paper blows.

source: http://www.tornadochaser.com

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Lesson Objective: To introduce students to local governmental structure and the ways in which its daily activities directly affect their lives.
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Title: Just Who's In Charge Here, Anyway? Time: 45 minutes Subject: Social Studies/Civics/City government Learning Objective: To introduce students to local governmental structure and the ways in which governmental daily activities directly affect their lives. Behavioral Objective: Cognitive: Students will learn the duties and role city council plays in local government. Students will learn the name of the mayor of Lubbock. Students will learn the names of members of city council. Psychomotor/skill: Students will role-play the various roles of city government. Students will clip out articles dealing with city government to produce a scrapbook. Students will attend at least one city council meeting. Affective/Value: Students will appreciate the role city council plays in local government. Materials Required: Materials provided by teacher: copies, various dates, Lubbock Avalanche-Journal or other local paper construction paper and/or bulletin board (for scrapbook project) images downloaded from internet of Mayor and various city council members from http://www.ci.lubbock.tx.us Lesson Procedure: Preassessment: (suggested time: 10 minutes) Write the words "mayor," "assembly," "represent," "elect," "democracy," "district" on the chalkboard. Have students look these words up in the dictionary and either read definitions aloud or write them down for the week's vocabulary list. Motivational Set: (suggested time: 5 minutes) (note italicized text suggested for teacher/student interaction) Discussion: Ask students if they have had any experience with having to make decisions that would affect other people. What was the decision? Did they have to consult with others? What was the outcome? Have they ever had to be a leader of a group? What was that experience? 143
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New Learning: (suggested time: 10 minutes) In Lubbock, it is the job of the city council working together with the city manager to resolve problems and issues, in order to make Lubbock a better place to live. Sometimes certain decisions are harder to make than others. In the American form of government, a democracy, citizens make decisions by voting on what they would like to have done to resolve an issue. Discuss the duties of city council, mayor, city manager. What qualifications and personality traits are needed for each job? Application: (suggested time: 20-30 minutes) Students will decide who among their classmates is the most qualified for representing their class in a mock city council role-playing activity. Students are then to vote for the students who are most qualified for fulfilling the role of mayor and city council representatives. Those students who are not mayor or city council representatives are to form interested party groups. Teacher then is to write the following jobs on individual slips of paper and other members of the class can draw in lottery fashion: PETA (People for Ethical Treatment of Animals), zoo personnel, police chief, TV reporter, newspaper reporter, hunt club members, and Lubbock citizens. The scenario: The city council and mayor listen in a mock "town hall" meeting about how to resolve a problem that has come to Lubbock streets. Thomas the Tiger has escaped from the newly built Lubbock City Zoo. The zoo, which took many tax dollars to construct, was designed to be inescapable for large animals like Thomas. All present know that action must be taken swiftly. Groups are to take a position and will have an opportunity to address the council. All points of view should be addressed. Suggestions might include: PETA members do not want Thomas harmed; civic league wants the citizens protected; hunt club members are thrilled because Thomas is not on the endangered species list and because Texas is slowly becoming overrun with tigers, this is a prime opportunity to rid Texas from the problem; citizens are disappointed in the ability of the zoo to hold large animals like Thomas, and spent thousands of tax dollars to build an "inescapable" zoo. Other points of view deemed appropriate by the teacher can also be suggested. After each group has an opportunity to summarize their point of view before the council, the council and mayor will vote on the matter. Alternate activities: Invite mayor, city manager, or city council members to visit the classroom and discuss their role in community government or arrange a field trip to city hall. Students create a scrapbook of newspaper articles that deal with city council. After reading articles, students are to summarize the subject of the article and paste it along side the newspaper article. 144
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Encourage the class to attend a city council meeting to witness local government in action. Common Learning Essentials: Critical Thinking Creative Thinking Communication Problem Solving Social Values and Skills

This lesson was inspired by: http://www.lessonplanspage.com/SSGovtDecIndepenBillRights36.htm

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Just Whos In Charge Here, Anyway? Teacher Background Information

Being the person in charge and the one to make all decisions is a very big responsibility. In the United States, the decisions that affect the lives of the residents of the city or town are made through a form of government called a democracy. This means that the political decisions are made by the people or by their elected representatives. So why do we need a government? A government determines the way that a country, state, city, or township is run. At every level, the government makes laws that citizens must obey and creates policy about everything connected with the daily life of the community. When the United States was founded, the Founding Fathers wrote the United States Constitution. This document is basically a set of rules and regulations that define the powers and duties of the government. The constitution gives some power to the national government, and some power to the individual states. This way, neither side can become too powerful. The three branches of government, the executive, legislative, and judicial, can be found not only at the national level, but at the state and city levels as well. Each city and 146
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state has its own version of the Constitution that outlines the rules governing that area. The legislative branch of government is where the laws are written, discussed and voted. The executive branch consists of the president and makes all the laws official. The judicial branch is the court system and explains the meanings of the Constitution and the laws passed by Congress. These three sections of government check up on each other and make sure that each branch is doing their job and that their duties are balanced. In a local democracy, there is a system of checks and balances as well. Lubbock is run in a democratic fashion through a city council format. Other cities have a mayor in charge of the city. Luckily for Lubbockites, we have both. The highest person in Lubbocks government is the citizen of Lubbock. It is the citizen who brings problems and concerns to the other branches of the government. By voting on issues, it is the citizen of Lubbock who gives the final say in how they want their local government to be run. The city council is the main body that makes the laws, hears complaints, and presents the issues to be voted upon by the citizens. City council also oversees the municipal courts, city attorney, city manager, director of internal audits, and the city secretary. Beneath the city council are two branches known as the city audit committee and citizen boards and commission. Obviously, the entire population of Lubbock can not keep track that the members of city council do the job they say they are going to do. This is the job of the city audit committee and citizen boards commission. 147
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The municipal courts of Lubbock handle all municipal court cases. These involve problems such as traffic tickets, civil lawsuits and misdemeanor offenses. A misdemeanor is a minor crime and is usually punished with a fine or confinement in something other than a prison. It is the municipal courts that make the decisions about if the crime is serious enough to be heard at the local level or if the case needs to be heard at the state level. They also decide on punishments for the crimes committed. The city attorney oversees all municipal court cases and represents the city in such cases. The city manager has a very important job. It is up to this person to oversee the actual running of the city. It is he or she who is in charge of the electric and utilities companies, police, fire, and health departments, parks and libraries, transportation, city owned and operated buildings, lakes, highway and major road systems, as well as general planning for improvements to the city. They of course, can not do this job alone, so they have several people working for them who handle the daily business of each department. The heads of the departments then report their activities to the city manager. The director of internal audits oversees the money that is spent by the city for improvements and additions. They also keep track of the money that comes into the city through taxes paid by the local citizens. The city secretary also has an important job. His or her job is to attend every city governmental meeting and record what was said at the meeting, what happened, and who was in attendance. The city secretary is also in charge of making sure that the notes are passed along to the people who were not able to attend the meeting. 148
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It is through a democratic system of government that a system of checks and balances exists. Each department has a job to do and must work together in harmony with other departments to keep the community running smoothly. For further reading: Brooks, Walter R. (1986), Freddy the Politician. Knopf. Clymer, Elinore Lowenton. (1982), My Mother is the Smartest Woman in the World. Antheneum, 1982. Harris, Nathaniel. (2001), Democracy. Raintree Steck-Vaughn. Maestro, Betsy. (1996), The Voice of the People: American Democracy in Action. Lathrop, Lee & Shepard.

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Directions: Many people are required to keep the city of Lubbock running smoothly. Match the description of the job below with the department of responsibility. I represent the group of people who hear complaints and make the laws. _____________________________________________ I oversee the running of the entire city of Lubbock including every department. ________________________________________ The citizens of Lubbock do this in order to say how they want their government run. _______________________________ This branch of government is the where laws are written, discussed and voted. ____________________________________ In a democracy, there is a system of ___________________and___________________. In some cities, this person is the highest person in the government_________________. I am in charge of attending every city council meeting and keeping track of who was in attendance, what was said and what happened at the meeting. I am the ______________. The director of internal audits is in charge of keeping track of all the _______________ coming and going within the city. Answers City manager City Council Legislative Checks and balances 150
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City secretary Mayor Money Vote

Directions: Many people are required to keep the city of Lubbock running smoothly. Match the description of the job below with the department of responsibility. I represent the group of people who hear complaints and make the laws. _______________city council______________________ I oversee the running of the entire city of Lubbock including every department. ___city manager____________________________ The citizens of Lubbock do this in order to say how they want their government run. _________vote__________________ This branch of government is the where laws are written, discussed and voted. _____________legislative____________________ In a democracy, there is a system of ____checks________and______balances_____________. In some cities, this person is the highest person in the government __mayor_______________. I am in charge of attending every city council meeting and keeping track of who was in attendance, what was said and what happened at the meeting. I am the ___city secretary___________. The director of internal audits is in charge of keeping track of all the ____money___________ coming and going within the city.

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Lesson Objective: To review students knowledge of Lubbock and Texas history.

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Title: Destination: Lubbock Subject: History/Geography/Social studies skills Time: 45 minutes Lesson Objective: To review student's knowledge of Lubbock and Texas history. Behavioral Objectives: Cognitive: Students will review major events from Lubbock history. Students will review major events from Texas history. Students will learn major elements of advertising. Psychomotor/skill: Students will create a promotional brochure or video relating to Lubbock's history. Affective Value: Students will appreciate Lubbock's history and its place on the South Plains. Materials required: Provided in History of Lubbock outreach kit: promotional brochures of Lubbock History of Lubbock crossword puzzle History of Lubbock word search Materials provided by teacher: construction paper glue scissors photos of Lubbock from magazines photos of Texas from magazines crayons/markers Alternate: video camera notebook paper (for script writing) Lesson Procedure: Preassessment: (note italicized text suggested for teacher/student interaction) (suggested time: 2-5 minutes) Create, or have students create a timeline on the board, pointing out key elements of Lubbock's and Texas history. 153
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Motivational set: (suggested time 2-5 minutes) Read some famous slogans of familiar products aloud. Ask students to shout out the product they represent. If you were to create a slogan about Lubbock and Texas history, what would it be? New Learning: (suggested time: 15-20 minutes) Review elements of Lubbocks history. If students were to create an ad campaign for the history of Lubbock, what would it be? Discuss historical and other elements unique to Lubbock that would make for good advertising. What was it that first attracted settlers to the area? What is it that attracts people to move to Lubbock today? Application: (suggested time: 20-25 minutes) Based on their prior knowledge of Lubbock and Texas history, students create promotional brochure advertising Lubbocks history to the mass public. Alternate Applications: After writing an appropriate script promoting Lubbock, students use a video camera and produce a "History of Lubbock commercial. Invite a professional advertising executive to visit your class to discuss elements of advertising design. Research the longest surviving local companies in Lubbock and research their advertising campaigns over the years. Have they created kept brochures/billboards/other media that has lasted throughout the company's history? Visit the Southwest Archives building on Texas Tech's main campus and see the various types of advertising media that has been created for Tech over the years.

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Advertising Slogans and their Products


They're GRREEEAAATTT!!!! .............................. Frosted Flakes Bettcha Can't Eat Just One ................................... Lays Potato Chips Like a good neighbor, ___ is there ...................... State Farm Insurance Don't leave home without it................................ American Express Its everywhere you want to be............................ Visa Have it your way.................................................. Burger King Im Loving It ......................................................... McDonalds Mmmm, Mmmm, good ....................................... Campbells Soup Choosy mom's choose ____ ................................. Jif Peanut Butter It keeps going, and going, and going ................. Energizer batteries The best part of waking up, is ___ in your cup.. Folgers coffee Obey your thirst ................................................... Sprite Head for the border.............................................. Taco Bell Uh, Oh, ____.......................................................... Spaghetti-Oh's We never stop working for you .......................... Verizon wireless Silly rabbit, ____ is for kids.................................. Trix cereal Snap, Crackle, Pop ............................................... Rice Crispies A diamond is forever ........................................... DeBeers Maybe she's born with it, maybe its ____........... Maybelline Because you're worth it........................................ L'Oreal Once you pop, you can't stop.............................. Pringles Potato Chips What brown can do for you?............................... UPS There's always room for ____.............................. Jell-O The happiest place on earth................................. Disneyland Kid tested, mother approved .............................. Kix cereal ____, we're big on you.......................................... City Bank _____ is the best in Texas ..................................... Ford _____ That's what I like about Texas .................. Dairy Queen The milk chocolate melts in your mouth, not in your hands .. M&M candy

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Destination: Lubbock Teacher Background Information

Whether it is as a student at Texas Tech University, a patient at University Medical Center, or shopping at the South Plains Mall, people have come to Lubbock for the past 100 years for various reasons. One of the most influential ways that businesses and organizations get people to buy their product, join their team, visit their city, or support their candidate is through advertising. Even when the Texas frontier was still being settled, city promoters sent word by poster or by mouth to those people back east telling of the many benefits of moving to the frontier. Advertising is defined by Webster's dictionary as the action of calling something to the attention of the public and demonstrating desirable qualities so as to create the desire for action by the consumer. Advertising is all around us and takes on many forms. From television commercials to billboards, magazine and newspaper ads to coffee mugs and web sites, living a day without running into some form of advertising is virtually impossible. We may encounter hundreds, if not thousands of ads every day. There are many steps in the creation of an advertisement. The first step is for the company or product to realize that advertising must take place. What is the product that they want to sell? What is the idea they want to get out to the 156
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public? The company then hires an advertising agency to create an ad. Before creating the ad, research must be done to identify the audience who will buy into the idea of the product. It seems pointless and a waste of time to try to sell your idea or product to a group of people that aren't interested. After the research stage, the agency may go through several ideas for a theme for the advertisement before one is approved by the company. The next step for the ad agency is to create a slogan. This is perhaps the most important element to the advertising campaign. It must represent the product, at the same time, short and memorable to the audience. A jingle is the slogan put to music. If a commercial is produced, the agency might create a storyboard, a series of cartoon-like pictures to the company what the ad will look like when it is finished. Once the ad is finished, it is approved by the company, and then created. Several other elements of design should be kept in mind when marketing a product, including the AIDA formula: to attract Attention, stimulate Interest, create Desire, and prompt Action. Other elements of design include contrast of font of lettering, repetition, alignment, and balance of pictures and text.

For further reading: Conford, Ellen. (1993), Nibble, Nibble, Jenny Archer. Little, Brown. Suid, Murray I. (1981). Made in America: Eight Great All American Products. Knopf.

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NAME_________________________________________________________________ _

HISTORY OF LUBBOCK WORDSEARCH


R G D L B Z C L S S T Y W Z L Z E Y X Q J L C C N T K S E L E X D R H A A O R I E C P P V O L N R W Z T Q C A X O R J K Z D A A A T P B W L A B A Q T R K A C O I U L J P S B I V D N U V N S H D T Z H T U R B J J L Y K R A I E Q T A L I B I B D Z Q B O T Z R U L S E P P A I H P M D T I C O O W D Z Y R E E N O I P M J S K C O W D A W I N D M I L L U B I G E R L B H C M T M H Q A F K D R Z Y L L O H Y D D U B H O V Q Q G U S Y H V W H S J H W B E M

BUDDYHOLLY REDRAIDER SOUTHPLAINS TEXAS TORNADO WINDMILL

PRAIRIEDOG FUJITASCALE HUBCITY PIONEER LUBBOCK COTTON

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HISTORY OF LUBBOCK WORDSEARCH ANSWERS


R G D L B Z C L S S T Y W Z L Z E Y X Q J L C C N T K S E L E X D R H A A O R I E C P P V O L N R W Z T Q C A X O R J K Z D A A A T P B W L A B A Q T R K A C O I U L J P S B I V D N U V N S H D T Z H T U R B J J L Y K R A I E Q T A L I B I B D Z Q B O T Z R U L S E P P A I H P M D T I C O O W D Z Y R E E N O I P M J S K C O W D A W I N D M I L L U B I G E R L B H C M T M H Q A F K D R Z Y L L O H Y D D U B H O V Q Q G U S Y H V W H S J H W B E M

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