Henderson County, Texas, 1846-1861 is unlike any other history of Henderson County during its formative period. It is well documented and places the county in the historical context of Texas and the United States, but it does not lose sight of the importance of local events and people. The author focuses on the evolutionary changes of this East Texas county prior to the Civil War. Henderson County, Texas, illustrates particularly well the story of how frontier settlements in the South were transformed by an influential minority of slave holders moving west across the southern region of the United States—the expansion of the Dixie frontier. During the 1850s, the county's social structure, economics, and politics had become aligned to the patterns set by older states of the cotton South. Increasingly, commercial planters gained control over the county's original community of small independent farmers and local merchants. Ultimately, the Civil War brought an end to this trans-formation before it was fully complete.
Of the 174 delegates to the Texas convention on secession in 1861, only 8 voted against the motion to secede. James Webb Throckmorton of McKinney was one of them. Yet upon the outbreak of the Civil War, he joined the Confederate Army and fought in a number of campaigns. At war’s end, his centrist position as a conservative Unionist ultimately won him election as governor. Still, his refusal to support the Fourteenth Amendment or to protect aggressively the rights and physical welfare of the freed slaves led to clashes with military officials and his removal from office in 1867. Throckmorton’s experiences reveal much about southern society and highlight the complexities of politics in Texas during the latter half of the nineteenth century. Because his life spans one of the most turbulent periods in Texas politics, Texas Confederate, Reconstruction Governor, the first book on Throckmorton in nearly seventy years, will provide new insights for anyone interested in the Antebellum era, the Civil War, and the troubled years of Reconstruction.
In the Texas Reconstruction Era (1865-1877), many returning Confederate veterans organized outlaw gangs and Ku Klux Klan groups to continue the war and to take the battle to Yankee occupiers, native white Unionists, and their allies, the free people. This study of Benjamin Bickerstaff and other Northeast Texans provides a microhistory of the larger whole. Bickerstaff founded Ku Klux Klan groups in at least two Northeast Texas counties and led a gang of raiders who, at times, numbered up to 500 men. He joined the ranks of guerrilla fighters like Cullen Baker and Bob Lee and, with their gangs often riding together, brought chaos and death to the “Devil’s Triangle,” the Northeast Texas region where they created one disaster after another. “This book provides a well-researched, exhaustive, and fascinating examination of the life of Benjamin Bickerstaff, a desperado who preyed on blacks, Unionists, and others in northeastern Texas during the Reconstruction era until armed citizens killed him in the town of Alvarado in 1869. The work adds to our knowledge of Reconstruction violence and graphically supports the idea that the Civil War in Texas did not really end in 1865 but continued long afterward.”—Carl Moneyhon, author of Texas after the Civil War: The Struggle of Reconstruction
The history of South Texas is more racially and ethnically complex than many people realize. As a border area, South Texas has experienced some especially interesting forms of racial and ethnic intersection, influenced by the relatively small number of blacks (especially in certain counties), the function and importance of the South Texas cattle trade, proximity to Mexico, and the history of anti-black violence. The essays in African Americans in South Texas History give insight into this fascinating history. The articles in this volume, written over a span of almost three decades, were chosen for their readability, scholarship, and general interest. Contributors: Jennifer Borrer Edward Byerly Judith Kaaz Doyle Rob Fink Robert A. Goldberg Kenneth Wayne Howell Larry P. Knight Rebecca A. Kosary David Louzon Sarah R. Massey Jeanette Nyda Mendelssohn Passty Janice L. Sumler-Edmond Cary D. Wintz Rue Wood " . . . a valuable addition to the literature chronicling the black experience in the land of the Lone Star. While previous studies have concentrated on regions most reflective of Dixie origins, this collection examines the tri-ethnic area of Texas adjoining Mexico wherein cotton was scarce and cattle plentiful. Glasrud has assembled an excellent group of essays from which readers will learn much."-L. Patrick Hughes, professor of history, Austin Community College
This pragmatic, accessible book presents an empirically supported conceptual framework and hands-on instructions for conducting curriculum-based measurement (CBM) in grades K-8. The authors provide the tools needed to assess student learning in reading, spelling, writing, and math, and to graph the resulting data. The role of CBM in systematic instructional problem solving is explained. Every chapter includes helpful answers to frequently asked questions, and the appendices contain over 20 reproducible administration and scoring guides, forms, and planning checklists. The large-size format and lay-flat binding facilitate photocopying and day-to-day use. See also The ABCs of Curriculum-Based Evaluation: A Practical Guide to Effective Decision Making, by John L. Hosp, Michelle K. Hosp, Kenneth W. Howell, and Randy Allison, which presents a broader problem-solving model that utilizes CBM.
Curriculum-based measurement (CBM) has been adopted by growing numbers of school districts and states since the publication of this definitive practitioner guide and course text. The second edition presents step-by-step guidelines for using CBM in screening, progress monitoring, and data-based instructional decision making in PreK-12. It describes the materials needed and all aspects of implementation in reading, spelling, writing, math, and secondary content areas. Twenty sets of reproducible CBM administration and scoring guides and other tools are provided; the large-size format and lay-flat binding facilitate photocopying. Purchasers get access to a Web page where they can download and print the reproducible materials. New to This Edition: *Broader grade range--now has a chapter on secondary content areas. *Chapter on early numeracy; expanded content on early reading. *Nearly twice as many reproducible tools, including new or revised administration and scoring guides. *Key updates on graphing and on using online CBM databases. This book is in The Guilford Practical Intervention in the Schools Series, edited by T. Chris Riley-Tillman. See also The ABCs of Curriculum-Based Evaluation, by John L. Hosp, Michelle K. Hosp, Kenneth W. Howell, and Randy Allison, which presents an overarching problem-solving model that utilizes CBM.
This pragmatic, accessible book presents an empirically supported conceptual framework and hands-on instructions for conducting curriculum-based measurement (CBM) in grades K-8. The authors provide the tools needed to assess student learning in reading, spelling, writing, and math, and to graph the resulting data. The role of CBM in systematic instructional problem solving is explained. Every chapter includes helpful answers to frequently asked questions, and the appendices contain over 20 reproducible administration and scoring guides, forms, and planning checklists. The large-size format and lay-flat binding facilitate photocopying and day-to-day use. See also The ABCs of Curriculum-Based Evaluation: A Practical Guide to Effective Decision Making, by John L. Hosp, Michelle K. Hosp, Kenneth W. Howell, and Randy Allison, which presents a broader problem-solving model that utilizes CBM.
In the Texas Reconstruction Era (1865-1877), many returning Confederate veterans organized outlaw gangs and Ku Klux Klan groups to continue the war and to take the battle to Yankee occupiers, native white Unionists, and their allies, the free people. This study of Benjamin Bickerstaff and other Northeast Texans provides a microhistory of the larger whole. Bickerstaff founded Ku Klux Klan groups in at least two Northeast Texas counties and led a gang of raiders who, at times, numbered up to 500 men. He joined the ranks of guerrilla fighters like Cullen Baker and Bob Lee and, with their gangs often riding together, brought chaos and death to the “Devil’s Triangle,” the Northeast Texas region where they created one disaster after another. “This book provides a well-researched, exhaustive, and fascinating examination of the life of Benjamin Bickerstaff, a desperado who preyed on blacks, Unionists, and others in northeastern Texas during the Reconstruction era until armed citizens killed him in the town of Alvarado in 1869. The work adds to our knowledge of Reconstruction violence and graphically supports the idea that the Civil War in Texas did not really end in 1865 but continued long afterward.”—Carl Moneyhon, author of Texas after the Civil War: The Struggle of Reconstruction
This book provides a practical guide to curriculum-based evaluation (CBE), which helps educators solve learning problems by making data-based decisions about what and how to teach. CBE offers clear procedures for analyzing PreK-12 students' academic skills, determining where instruction needs to focus, and evaluating progress. Written in an engaging, step-by-step style, the book features examples throughout that illustrate the problem-solving process. The use of curriculum-based measurement (CBM) as a data collection technique is discussed. Reproducible planning and implementation tools are included; the large-size format facilitates photocopying. Purchasers also get access to a Web page where they can download and print the reproducible materials. This book is in The Guilford Practical Intervention in the Schools Series, edited by Sandra M. Chafouleas. See also The ABCs of CBM: A Practical Guide to Curriculum-Based Measurement, by Michelle K. Hosp, John L. Hosp, and Kenneth W. Howell, which provides hands-on instructions for implementing a core technique used in CBE.
Of the 174 delegates to the Texas convention on secession in 1861, only 8 voted against the motion to secede. James Webb Throckmorton of McKinney was one of them. Yet upon the outbreak of the Civil War, he joined the Confederate Army and fought in a number of campaigns. At war’s end, his centrist position as a conservative Unionist ultimately won him election as governor. Still, his refusal to support the Fourteenth Amendment or to protect aggressively the rights and physical welfare of the freed slaves led to clashes with military officials and his removal from office in 1867. Throckmorton’s experiences reveal much about southern society and highlight the complexities of politics in Texas during the latter half of the nineteenth century. Because his life spans one of the most turbulent periods in Texas politics, Texas Confederate, Reconstruction Governor, the first book on Throckmorton in nearly seventy years, will provide new insights for anyone interested in the Antebellum era, the Civil War, and the troubled years of Reconstruction.
Henderson County, Texas, 1846-1861 is unlike any other history of Henderson County during its formative period. It is well documented and places the county in the historical context of Texas and the United States, but it does not lose sight of the importance of local events and people. The author focuses on the evolutionary changes of this East Texas county prior to the Civil War. Henderson County, Texas, illustrates particularly well the story of how frontier settlements in the South were transformed by an influential minority of slave holders moving west across the southern region of the United States—the expansion of the Dixie frontier. During the 1850s, the county's social structure, economics, and politics had become aligned to the patterns set by older states of the cotton South. Increasingly, commercial planters gained control over the county's original community of small independent farmers and local merchants. Ultimately, the Civil War brought an end to this trans-formation before it was fully complete.
What were the beliefs of the Branch Davidians? This is the first full scholarly account of their history. Kenneth G. C. Newport argues that, far from being an act of unfathomable religious insanity, the calamitous fire at Waco in 1993 was the culmination of a long theological and historical tradition that goes back many decades. The Branch Davidians under David Koresh were an eschatologically confident community that had long expected that the American government, whom they identified as the Lamb-like Beast of the book of Revelation, would one day arrive to seek to destroy God's remnant people. The end result, the fire, must be seen in this context.
Now in a revised and expanded second edition, this bestselling guide provides expert information and clear-cut strategies for assessing and treating internalizing problems in school settings. More than 40 specific psychoeducational and psychosocial intervention techniques are detailed, with a focus on approaches that are evidence based, broadly applicable, and easy to implement. Including 26 ready-to-use worksheets, in a large-size format with permission to photocopy, the second edition has been updated throughout to ensure its currency and clinical utility. Coverage of psychiatric medications has been extensively revised with the latest developments and findings. A new chapter addresses prevention-oriented social and emotional learning curricula for the classroom. This book is in The Guilford Practical Intervention in the Schools Series, edited by T. Chris Riley-Tillman.
Curriculum-based measurement (CBM) has been adopted by growing numbers of school districts and states since the publication of this definitive practitioner guide and course text. The second edition presents step-by-step guidelines for using CBM in screening, progress monitoring, and data-based instructional decision making in PreK-12. It describes the materials needed and all aspects of implementation in reading, spelling, writing, math, and secondary content areas. Twenty sets of reproducible CBM administration and scoring guides and other tools are provided; the large-size format and lay-flat binding facilitate photocopying. Purchasers get access to a Web page where they can download and print the reproducible materials. This book is in The Guilford Practical Intervention in the Schools Series, edited by T. Chris Riley-Tillman. New to This Edition: *Broader grade range--now has a chapter on secondary content areas. *Chapter on early numeracy; expanded content on early reading. *Nearly twice as many reproducible tools, including new or revised administration and scoring guides. *Key updates on graphing and on using online CBM databases. See also The ABCs of Curriculum-Based Evaluation, by John L. Hosp, Michelle K. Hosp, Kenneth W. Howell, and Randy Allison, which presents an overarching problem-solving model that utilizes CBM.
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