How Did Barbed Wire and Windmills Change the ... - DKC! - Region 20

Instructional RecipeHow Did Barbed Wire and Windmills Change theFace of Texas?Grade 7, Texas HistoryOnline research and information resourcesavailable through a partnership betweenthe Texas State Library and ArchivesCommission, the Texas Education Agencyand Education Service Center, Region 20http://web.esc20.net/k12databasesStep 1 – AskObjectives:Students will analyze the effects of scientific discoveries andtechnological innovations, such as barbed wire and thewindmill on the developments of Texas.Introduction:Black Cow and Windmill. The Portal to Texas History.http://texashistory.unt.edu/ark:/67531/metapth44211/. AccessedAugust 5, 2009.Ask: How do you think barbed wire and the windmillchanged the look of the land in Texas? Why do you think barbed wire was used in Texas? What is the purpose of a windmill? What are the advantages of using these innovations inTexas today?Vocabulary: cattle ranch - a farm devoted to raising cattle cattle trail – route over which cattle are moved fromone place to another livestock – animals kept and raised for food or profit range – open land where livestock can roamTEKS:(7.20C) analyze the effects of scientificdiscoveries and technological innovations,such as barbed wire, the windmill, and oil,gas, and aerospace industries, on thedevelopments of Texas.(7.21 A) differentiate between, locate, anduse primary and secondary sources such ascomputer software, databases, media andnews services, biographies, interviews, andartifacts to acquire information about Texas.(7.21B) analyze information by sequencing,categorizing, identifying cause-and-effectrelationships, comparing, contrasting, findingthe main idea, summarizing, makinggeneralizations and predictions, and drawinginferences and conclusions.(7.21C) organize and interpret informationfrom outlines, reports, databases, and visualsincluding graphs, charts, timelines, and maps.(7.21D) identify points of view from thehistorical context surrounding an event andthe frame of reference that influenced theparticipants.(7.21E) support a point of view on a socialstudies issue or event.Technology Application TEKS:3A. Discuss copyright laws/issues andmodels, ethical acquisition and use of digitalinformation, citing sources using establishedmethods4B Apply appropriate electronic searchstrategies in the acquisition of informationincluding keyword and Boolean searchstrategies6A Determine and employ methods toevaluate the electronic information foraccuracy and validity6B Resolve information conflicts and validateinformation through accessing, researching,and comparing data6C Demonstrate the ability to identify thesource, location, media type, relevancy, andcontent validity of available information7A Plan, create, and edit documents createdwith a word processor using readable fonts,alignment, page setup, tabs, and rulersettings7B Create and edit spreadsheet using all datatypes, formulas and functions, and chartinformation10A Use productivity tools to create effectivedocument files for defined audiences such asslide shows, posters, multimediapresentations, newsletters, brochures, orreportsCreated by Ravae Villafranca Shaeffer, Education Service Center, Region 20

Step 2 – InvestigateTry searching for Texas AND “barbed wire” or Texas AND windmillsTexas Heritage Online Resources: Texas Historical Foundation. Heritage, Spring 2003. Austin, Texas. The Portal to Texas History.http://texashistory.unt.edu/ark:/67531/metapth45378/. Accessed August 5, 2009. Barbed wire. The Portal to Texas History. http://texashistory.unt.edu/ark:/67531/metapth31952/.Accessed August 5, 2009. Rounding Up Cattle - Near Fort Davis, Texas. The Portal to Texas History.http://texashistory.unt.edu/ark:/67531/metapth40174/. Accessed August 5, 2009. The Land of Opportunity: West Texas. Abilene, Texas. The Portal to Texas History.http://texashistory.unt.edu/ark:/67531/metapth46822/. Accessed August 5, 2009. Herd of Cattle under a Wooden Windmill. The Portal to Texas History.http://texashistory.unt.edu/ark:/67531/metapth43210/. Accessed August 5, 2009. Texas Historical Foundation. “Taming the Devils Country: The Evolution of A West TexasRanch Complex.” Heritage, Volume 08, Number 02, Spring 1990. Austin, Texas. The Portal toTexas History. http://texashistory.unt.edu/ark:/67531/metapth45428/. Accessed August 5, 2009.EBSCO Resources: Barbed Wire: From The Handbook of Texas. Edgewood Enterprise (TX), 9/28/2006, Vol. 99Issue 39, p3-3, 1/6p; (AN 22825087) Barbed Wire: From The Handbook of Texas? Grand Saline Sun (TX), 9/28/2006, Vol. 110 Issue39, p5-5, 1/6p; (AN 22830223) Turn, Turn, Turn. By: Banks, Suzy. Texas Monthly, Jan2007, Vol. 35 Issue 1, p56-58, 2p, 1color; Reading Level (Lexile): 1310; (AN 23461574) Two Frontier Narratives: PICTURES OF THE PAST. By: Connor, Seymour V.. Buffalo Guns &Barbed Wire: Two Frontier Accounts by Don Hampton Biggers, 1991, p1-94, 103p; (AN36087040) Barbed wire. Columbia Electronic Encyclopedia, 6th Edition, 1/1/2009, p1-1, 1p; Reading Level(Lexile): 1330; (AN 39045765) Windmill. Columbia Electronic Encyclopedia, 6th Edition, 1/1/2009, p1-1, 1p; Reading Level(Lexile): 1390; (AN 39040603)Additional Websites: http://www.tshaonline.org/handbook/online/articles/BB/aob1.html http://www.tshaonline.org/handbook/online/articles/WW/aow1.htmlCreated by Ravae Villafranca Shaeffer, Education Service Center, Region 20

Step 3 – CreateStudents can work individually or with partners to create a chart that organizes theinformation they learned about Texas. Here are some suggested topics that couldbe included: Technology Link – Students may use graphic organizer software such asInspiration, draw a table in a word processor, or create a spreadsheet usingMicrosoft Excel to map out their ideas.Allow students to share their information with another group or as a wholeclass.PoliticalImpact(laws, rights,fights, etc)Barbed WireWindmillEconomicImpact(changes,profits, cattleindustry, etc)Social Impact(changes insociety, farmlife, etc)Created by Ravae Villafranca Shaeffer, Education Service Center, Region 20

Step 4 – DiscussStudents may choose one of the following projects to complete: Pick a side and then write and perform a speech on the following topic: Ibelieve that scientific innovations like barbed wire and the windmill were critical tothe development and success of the state of Texas. –OR- I believe that scientificinnovations like barbed wire and the windmill were hindrances to the success ofthe state of Texas. Be sure to include arguments about the political, economicand social impacts on the state. Pretend you are a cattle rancher in Texas. Write a journal about whathappened to your ranch when barbed wire and the windmill wereintroduced in Texas. Be sure to include entries that explain how theseinnovations impacted your ranch from a political, economic and social point ofview. Technology Link – Use a word processing or desktop publishing program, such asMicrosoft Publisher, to write your speech and journal. Use the EBSCO image collectionto locate graphics about Texas. Students could videotape their speeches and edit thevideos using a software program, such as Windows Movie Maker or iMovie.Step 5 – ReflectAllow students to present their projects to the rest of the class. Use thefollowing suggested rubric to assess the students’ work. Make sure that thestudents are familiar with the rubric before they begin creating their project.They should refer to the rubric repeatedly to monitor their progress in creatingtheir project. Technology Link: You can also create your own rubric with your students athttp://rubistar.4teachers.org/index.php.Created by Ravae Villafranca Shaeffer, Education Service Center, Region 20

Oral Presentation: Barbed Wire and the WindmillTeacher Name: ________________________________________Student Name:________________________________________CATEGORY 4 3 2 1Content Shows a full Shows a good Shows a good Does not seemunderstanding of understanding of understanding of to understandthe topic. the topic. parts of the topic. the topic verywell.ComprehensionPreparednessUses CompleteSentencesStudent is able toaccuratelyanswer almost allquestions posedby classmatesabout the topic.Student iscompletelyprepared and hasobviouslyrehearsed.Always (99-100%of time) speaks incompletesentences.Student is able toaccuratelyanswer mostquestions posedby classmatesabout the topic.Student seemspretty preparedbut might haveneeded a couplemore rehearsals.Mostly (80-98%)speaks incompletesentences.Student is able toaccuratelyanswer a fewquestions posedby classmatesabout the topic.The student issomewhatprepared, but it isclear thatrehearsal waslacking.Sometimes (70-80%) speaks incompletesentences.Student isunable toaccuratelyanswerquestions posedby classmatesabout the topic.Student doesnot seem at allprepared topresent.Rarely speaks incompletesentences.VocabularyUses vocabularyappropriate forthe audience.Extendsaudiencevocabulary bydefining wordsthat might benew to most ofthe audience.Uses vocabularyappropriate forthe audience.Includes 1-2words that mightbe new to mostof the audience,but does notdefine them.Uses vocabularyappropriate forthe audience.Does not includeany vocabularythat might benew to theaudience.Uses several (5or more) wordsor phrases thatare notunderstood bythe audience.Created by Ravae Villafranca Shaeffer, Education Service Center, Region 20

Cattle Rancher’s Journal: Barbed Wire and the WindmillTeacher Name: ________________________________________Student Name:________________________________________CATEGORY 4 3 2 1Content Accuracy The journalcontained 7 ormore accuratefacts about thetopic.The journalcontained 5-6accurate factsabout the topic.The lettercontained 3-4accurate factsabout the topic.The lettercontained 1-2accurate factsabout the topic.IdeasSentences &ParagraphsCapitalization andPunctuationIdeas wereexpressed in aclear andorganized fashion.It was easy tofigure out what thejournal was about.Sentences andparagraphs arecomplete, wellconstructedand ofvaried structure.Writer makes noerrors incapitalization andpunctuation.Ideas wereexpressed in apretty clearmanner, but theorganization couldhave been better.All sentences arecomplete and wellconstructed(nofragments, no runons).Paragraphingis generally donewell.Writer makes 1-2errors incapitalization andpunctuation.Ideas weresomewhatorganized, butwere not veryclear. It took morethan one readingto figure out whatthe journal wasabout.Most sentencesare complete andwell-constructed.Paragraphingneeds some work.Writer makes 3-4errors incapitalization andpunctuation.The journalseemed to be acollection ofunrelatedsentences. It wasvery difficult tofigure out what thejournal was about.Many sentencefragments or runonsentences ORparagraphingneeds lots of work.Writer makes morethan 4 errors incapitalization andpunctuation.AnalysisJournal analysis ofimpact ofinnovations oncattle ranches isclear andexplained well.Journal analysis ofimpact ofinnovations oncattle ranches isclear but not wellexplained.Journal analysis ofimpact ofinnovations oncattle ranches isclear but noexplanation isattempted.Journal analysis ofimpact ofinnovations oncattle ranches isunclear and notwell explained.Created by Ravae Villafranca Shaeffer, Education Service Center, Region 20