Several educational programs along with a school for children with learning differences are planned.
1.
Chapter 113.
Subchapter A. Elementary
§113.1. Implementation of
The provisions of this subchapter shall be
implemented by school districts beginning September 1, 1998, and at the time
shall supersede §75.32(h)-(l) of this title (relating to Social Studies,
Source: The provisions of this §113.1 adopted to be effective September 1, 1998, 22 TexReg 7684.
§113.6. Social Studies, Grade 4.
(a) Introduction.
(1) In Grade 4, students examine the history of
(2) To support the teaching of the essential knowledge and skills, the use of a variety of rich primary and secondary source material such as biographies; novels; speeches and letters; and poetry, songs, and artworks is encouraged. Selections may include a children's biography of Stephen F. Austin. Motivating resources are also available from museums, historical sites, presidential libraries, and local and state preservation societies.
(3) The eight strands of the essential knowledge and skills for social studies are intended to be integrated for instructional purposes with the history and geography strands establishing a sense of time and a sense of place. Skills listed in the geography and social studies skills strands in subsection (b) of this section should be incorporated into the teaching of all essential knowledge and skills for social studies. A greater depth of understanding of complex content material can be attained when integrated social studies content from the various disciplines and critical-thinking skills are taught together.
(4) Throughout social studies in Kindergarten-Grade 12, students build a foundation in history; geography; economics; government; citizenship; culture; science, technology, and society; and social studies skills. The content, as appropriate for the grade level or course, enables students to understand the importance of patriotism, function in a free enterprise society, and appreciate the basic democratic values of our state and nation as referenced in the Texas Education Code, §28.002(h).
(b) Knowledge and skills…
(4) History. The student
understands the political, economic, and social changes in
(A) describe the impact of the Civil War and
Reconstruction on
(B) explain
the growth and development of the cattle and oil industries;
(C) identify
the impact of railroads on life in
(D) describe the effects of political,
economic, and social changes on Native Americans in
(5) History.
The student understands important issues, events, and individuals of the 20th
century in
(A) identify
the impact of various issues and events on life in Texas such as urbanization,
increased use of oil and gas, and the growth of aerospace and other technology
industries; and
(B) identify
the accomplishments of notable individuals such as Henry Cisneros,
Miriam A.
(8) Geography. The student understands the location and patterns
of settlement and the geographic factors that influence where people live. The
student is expected to:
(A) identify
clusters of settlement in
(B) explain
patterns of settlement at different time periods in
(C) describe
the location of cities in
(D) explain
the geographic factors that influence patterns of settlement and the
distribution of population in
(9) Geography.
The student understands how people adapt to and modify their environment. The
student is expected to:
(A) describe
ways people have adapted to and modified their environment in
(B) identify
reasons why people have adapted to and modified their environment in Texas,
past and present, such as the use of natural resources to meet basic needs; and
(C) analyze
the consequences of human modification of the environment in
(12) Economics. The student
understands the characteristics and benefits of the free enterprise system in
(A) describe
the development of the free enterprise system in
(B) describe
how the free enterprise system works in
(C) give
examples of the benefits of the free enterprise system in
(13) Economics.
The student understands patterns of work and economic activities in
(A) explain
how people in different regions of
(B) explain
how geographic factors have influenced the location of economic activities in
(C) analyze
the effects of immigration, migration, and limited resources on the economic
development and growth of
(D) describe
the impact of mass production, specialization, and division of labor on the
economic growth of
(E) explain
how developments in transportation and communication have influenced economic
activities in
(F) explain
the impact of American ideas about progress and equality of opportunity on the
economic development and growth of
(18) Citizenship.
The student understands the importance of voluntary individual participation in
the democratic process. The student is expected to:
(A) explain
how individuals can participate voluntarily in civic affairs at state and local
levels;
(C) identify the importance of
historical figures such as Sam Houston, Barbara Jordan, and Lorenzo de
Zavala who modeled active participation in the democratic process; and
(19) Citizenship. The student understands the importance of
effective leadership in a democratic society. The student is expected to:
(A) identify leaders in state and local governments, including the governor, selected members of the Texas Legislature, and Texans who have been President of the United States, and their political parties; and
(B) identify
leadership qualities of state and local leaders, past and present.
As stated in the business plan, a museum is planned for
James West’s original study. Story Sloane III will be creating the museum using
1920s and 1930s photographs in his Fondren studio. Additional artifacts will be
incorporated. The museum will reflect
* 2.
3. Tennis Courts: The
4. Gardens: The original
5.
6. Pool: A small pool is located on the property. It is too small to be of service to local swim teams, but it could be used to offer swim lessons to beginners. Water aerobics lessons could also be taught. Preserved in Time will research its use as therapy.
7. Stables: The building at the back of the property is the stable that once house James West’s 18 horses. These stables will be restored and will offer several educational programs. A portion of the stables will be offered to a wildlife rehabilitator for use. In exchange for use of the facilities, the rehabilitator will be required to host workshops for children weekends, holidays and summers.
** The stables will also be used to house small farm animals also to be used for educational workshops for children. It is also planned that workshops will be offered covering horses and longhorns. The Clear Creek ISD longhorn program will be contacted. They will be asked to bring a longhorn onto the property and offer occasional workshops. Having a horse brought in for similar workshops is also planned. These workshops will also be hosted weekends, holidays and summers.
Occupational Therapy: In addition, the use of occupational therapy services can enhance the learning of children with disabilities. Occupational therapists have extensive background and training in pediatrics, neurology, and a child's occupational skills (e.g. play and school). Occupational therapists have background in developmental skills and use task analysis and meaningful activities to help children in mastering specific skills levels. Occupational therapists have backgrounds in sensory integration (how they interpret and integrate the world through senses) along with skills in fine and gross motor development, visual motor and perceptual skills, handwriting, adaptations, assistive technology, social and behavioral skills. We wish to provide occupational therapy services within our educational program with specific interest in sensory integration, kinesthetic learning/handwriting programs, motor development, Samonas Listening Program, Interactive Metronome, and visual motor and perceptual skills.
Animal assisted activities can provide learning opportunities to children with various learning and physical disabilities. Occupational therapists with a background in animals assisted therapy can use animals in their interventions to assist children in skill mastery. Animals can provide a nurturing environment for children along with improvement in self esteem and acceptance by other peers. Incorporating animals into the educational learning environment offers opportunities for children to learn about taking care of others and their basic needs, work on time schedules, assume responsibilities for care of the animals, and learn directional cues by teaching dog obedience commands. Programs like the READ program, uses dogs as motivators for children that have difficulty with reading. These trained dogs listen to the child while they are reading offering a supportive presence for the child. The use of live animals can provide a “hands on” learning environment that allows for sensory participation to reinforce the educational curriculum for children with disabilities.
A small vegetable garden will also be planted in the stable area. This will also be used for workshops.
* It is Preserved in Time’s expectation and wish that Ms. Williams’ school for children with learning differences grow and expand. Eventually it will outgrow the space that can be allotted within the mansion. We have been negotiating for 11 of the acres that are currently on the market. However, the mansion actually sits on approximately 40 acres. It would be ideal if we were able to purchase the entire property. This would allow our preservation architect to design a building that would complement the mansion and would be located on the property. This building would be used by the special needs school.
** The