Students will use a photograph of Jose Encarnacion Chireno’s woven sash to ignite a brain storming session about what the sash is, who it belonged to, and what it represents. Students will then use plain white paper and pencils or crayons to design their own sash for any famous resident of Nacogdoches from the same era as Chireno. This lesson should be taught as an introduction to a lesson about the Battle of Nacogdoches.
Created by Rhonda Williams, 2004
The student will apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods related to the history of the Battle of Nacogdoches in Texas. TEKS §113.23. Social Studies, Grade 7. (b)(1)(B)
The students will trace the development of events that led to the Texas Revolution, including the Battle of Nacogdoches. TEKS §113.23. Social Studies, Grade 7. (b)(2)(E)
The student will identify the leadership qualities of past elected leaders of Texas, such as Encarnacion Chireno. TEKS §113.23. Social Studies, Grade 7. (b)18)(A,B)
The student will describe how Chireno’s woven sash shows how Native Americans attempted to maintain their cultural heritage while adapting to the larger Texas culture. TEKS §113.23. Social Studies, Grade 7. (b)(19)(B)
The student will differentiate between, locate, and use primary and secondary sources, such as biographies from the Handbook of Texas, and written documents, such as contemporary letters, contemporary maps, and artifacts to acquire information about Mexican Texas. TEKS §113.23. Social Studies, Grade 7. (b)(21)(A)
The student will analyze information from these sources by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations, and drawing inferences and conclusions. TEKS §113.23. Social Studies, Grade 7. (b)(21)(B)
The student will create visual material based on research and information incorporating main and supporting ideas. TEKS §113.23. Social Studies, Grade 7. (b)(22)(A,D)
This lesson should be taught as an introduction to a lesson about the Battle of Nacogdoches.
Read with students the articles on the Battle of Nacogdoches and Mexican War of Independence in The Handbook of Texas.
Have the students create a timeline which contains the dates of the major events in the Mexican War of Independence and the date of the Battle of Nacogdoches.
Place the photograph of Chireno’s woven sash on the computer screen and projector or transparency and overhead projector.
Journal Activity: ask students to write a short description of the artifact in their journals.
End activity with a brainstorming discussion regarding the possible identity of this item.
Explain to students that this artifact is actually the ceinture flechee, or woven sash, made by local Native Americans out of unraveled Spanish uniforms, reported to have been worn by Jose Encarnacion Chireno, a leader of the Nacogdoches troops, during the Battle of Nacogdoches in 1832.
Pass out the Artifact Analysis Sheet. Have students answer the questions individually. Check and discuss answers. Ask students to suggest reasons for the continued significance of this sash.
To complete this activity, students will need plain white paper and map pencils or crayons. Assign the following:
You are responsible for designing a sash for a famous resident of Nacogdoches during the period that he would have been a Mexican citizen. Use the woven sash of Jose Encarnacion Chireno as a model. The pattern should be geometric. Your grade will depend on the effort that you put into the drawing.
