Age of Contact

UNIT 2 11-17 DAYS Resources for teachers to aid classroom instruction that cover Texas History during the period 1528 - 1690. Brought to you by The Portal to Texas History

THIS UNIT

Browse the contents of this unit using the tabs to the right or with the filters below.

searches descriptions only, not within downloadable content.

Tell us what you think

Tell other teachers, parents, and students about us.

Follow

Like what you see? Follow The Portal on Facebook or Sign Up for our newsletter.

TX4T is replacing Resources 4 Educators. You can access Resources 4 Educators here while we make the transition.

Pacing

This unit is an eleven-day study of the Era of Spanish Exploration and the Age of Contact between the Spanish and the American Indians, specifically in Texas. There are an optional three days of extension activities which include primary source documents for analysis.

There are three additional review lessons to prepare students for testing.

Suggested pacing minutes are based on the average time it will take a class to complete each lesson; however, as the educator, use your best judgement based on the average pace of your class learning needs and styles.

Era Overview

The Age of Contact (1528-1690) was the era when Spaniards – and later the French – arrived in Texas searching for wealth and hoping to find native empires (like the Aztecs or the Incans) to conquer. What followed was a series of European explorations of Texas that failed to find gold or silver, but nonetheless wrought lasting effects on American Indians in Texas. European diseases brought by these explorers, such as smallpox, ravaged indigenous populations in Texas. Spanish explorers also introduced horses (which were not native to North America) to Texas and thereby began a process of transforming groups like the Apache, which soon adapted themselves into a powerful horse culture that could more effectively raid their neighbors and defend against enemies.

By the 1540s, Spain had determined that Texas contained no gold or silver, and therefore its only real value to the Spanish was in serving as a buffer that could prevent other European powers from coming too close to the silver mines in central Mexico that brought great wealth into the Spanish Empire. When the French explorer Robert La Salle landed on the coast of Texas in February 1685, Spain launched a series of expeditions into Texas with the sole intent of finding and stamping out La Salle’s forces. Although La Salle’s settlement failed by the late 1680s, Spain decided to set up permanent settlements in Texas to prevent France – or any other European power – from establishing a foothold in Texas. To that end, Spaniards set up their first missions in 1690 near the Caddo Indians in east Texas, although these missions soon failed and were abandoned by the Spanish in 1693.

Unit Level Downloads (English)

Unit Plan Unit Plan MS Word Unit Plan Adobe PDF

Downloadable/Editable versions of the English language unit plan. Provides an Era Overview and pacing, and outlines each lesson’s estimated completion time, essential questions, a description of each lesson, and student learning experiences and activities.

Other Units

Natural Texas & Its People Spanish Colonial

Lessons

Most lessons contain downloadable and printable documents, activities, and other resources to aid in classroom instruction. Lesson materials are available in multiple formats and typically contain variations based on learning needs.

The Big Picture

Students will be introduced to the main ideas of Unit 2: Age of Contact. They will be able to understand, identify, and explain key concepts that will be presented throughout the unit, including the reasons for and results of Spanish exploration of the Americas. They will be able to provide evidence from the reading passage to support statements about the unit.

Lesson Plan, Teacher Guide, Primary Sources Used Downloadable/editable versions of this lesson plan, including a step-by-step guide through the lesson. When applicable, a list of primary sources used in the lesson is also included. Slideshow This ready-to-use classroom slideshow contains the warm-up exercise, the daily objective, the “We will / I will” statements, and the essential question for the lesson. It guides the class through the assignment providing larger versions of images, visual representations of the directions, and supports for reading and answering questions including sentence stems for in-class responses. It concludes with the exit ticket. Warm-up and Exit Ticket In this printable **warm-up / bell-ringer activity**, students will read a brief passage introducing the concept of Spanish exploration. They will make a prediction about what the top three reasons for Spanish exploration will be, choosing from six different options. They will then rank the 3 that they have chosen in the order that they believe would have been the most important to Spain. This will familiarize the students with the concept of various reasons for Spanish exploration and prepare them to evaluate the significance to the Spanish of each. In this **exit ticket**, students will write a short, constructed response explaining three things from the reading that they can expect to see in the unit. The Warm-up and Exit Ticket document includes two warm-ups on the front of the page and two exit tickets on the back of the page. This formatting reduces the number of copies needed, as teachers will cut each printed page in half. Each student will receive a half-page with the warm-up on the front and the exit ticket on the back. Grade Level Student Worksheet In this printable worksheet assignment, students will use a primary source image to make inferences about the key concepts of the unit and what the unit could include. Students will read a passage summarizing main ideas of the unit including the reason for and goals of Spanish exploration in the Americas and the results and consequences of that exploration for Spain, America, and the American Indians. **Grade Level** work involves anticipating the content of the passage, summarizing the passage chunked by paragraph, and providing textual evidence to support student responses to the reading guide. Foundation Student Worksheet **Foundations level** work requires less writing, offering multiple choice options to justify student answers in the reading guide Advanced Student Worksheet **Advanced level** work involves anticipating the content of the passage, summarizing the passage chunked by paragraph, providing textual evidence to support student responses to the reading guide, and additional short, constructed response comprehension questions.

Unit Plan # 1 45-60 min

How do we know what we know?

Students will review the strengths and weaknesses of available primary sources used to study early people of Texas. Students will examine a series of excerpts from a primary source account given by Cabeza de Vaca of various encounters he had with American Indians. Students will be able to summarize the accounts and identify and explain the significance of these accounts, including recognizing any bias that could be evident within them.

Lesson Plan, Teacher Guide, Primary Sources Used Downloadable/editable versions of this lesson plan, including a step-by-step guide through the lesson. When applicable, a list of primary sources used in the lesson is also included. Slideshow This ready-to-use classroom slideshow contains the warm-up exercise, the daily objective, the “We will / I will” statements, and the essential question for the lesson. It guides the class through the assignment providing larger versions of images, visual representations of the directions, and supports for reading and answering questions including sentence stems for in-class responses. It concludes with the exit ticket. Primary Source Cards (For Use with worksheets) Recommend printing either one set of primary source cards per student or one set per partner group. Excerpts need to be cut into individual cards before the lesson. Warm-up and Exit Ticket In this printable warm-up / bell-ringer activity, students will read a scenario in which they hear classmates discussing a new student. They record their thoughts based on what they hear and evaluate whether they should believe the information or not. This warm-up will reintroduce the concept of primary sources, points of view, and bias in preparation for the day’s lesson. In this exit ticket, students will refer back to the scenario in the warm-up in which they heard second-hand information about a new student. They will consider and respond what they could do to get more accurate information about the new student, and what might be the result if they continue to only believe what they heard second-hand. The Warm-up and Exit Ticket document includes two warm-ups on the front of the page and two exit tickets on the back of the page. This formatting reduces the number of copies needed, as teachers will cut each printed page in half. Each student will receive a half-page with the warm-up on the front and the exit ticket on the back. Grade Level Student Worksheet In this printable worksheet assignment, students will read a brief passage introducing the story of Cabeza de Vaca to put the primary source excerpts into context. They will then match 4 primary source excerpt cards from de Vaca’s writings to 4 modern-day translation cards. Students fill out a chart summarizing the main idea of each excerpt, then answer comprehension questions about the excerpts. **Grade Level** includes a combination of short, constructed response and multiple-choice comprehension questions. Foundation Student Worksheet **Foundations Level** requires less writing, offering multiple choice options to summarize each excerpt, and contains multiple choice comprehension questions with one answer choice eliminated. Advanced Student Worksheet **Advanced Level** also includes examining each excerpt for bias, recording their findings and explaining them. Comprehension questions require short, constructed responses.

Unit Plan # 2 45-60 min

Vocabulary

Students will be able to identify, define, and provide an example for key terms related to the unit. Students will read passages to summarize the significance of each term and use the context to determine its meaning. Students will recognize major themes within the unit. There is an additional, optional vocabulary quiz that can be used to assess student mastery of the material.

Lesson Plan, Teacher Guide, Primary Sources Used Downloadable/editable versions of this lesson plan, including a step-by-step guide through the lesson. A list of primary sources used in the lesson is also included. Slideshow This ready-to-use classroom slideshow contains the warm-up exercise, the daily objective, the “We will / I will” statements, and the essential question for the lesson. It guides the class through the assignment providing larger versions of images, visual representations of the directions, and supports for reading and answering questions including sentence stems for in-class responses. It concludes with the exit ticket. Warm-up and Exit Ticket In this printable **warm-up / bell-ringer activity**, students will make a brief list of the topics and themes within the unit that have been discussed in class so far. Using their list, students will think of vocabulary terms they could see in the unit. This will prepare students to identify vocabulary terms within the context of the unit and give them an opportunity to connect previous material to prior knowledge that relates to the unit content. In this **exit ticket**, students will choose which best connect to unit content from a word bank of social studies terms. The Warm-up and Exit Ticket document includes two warm-ups on the front of the page and two exit tickets on the back of the page. This formatting reduces the number of copies needed, as teachers will cut each printed page in half. Each student will receive a half-page with the warm-up on the front and the exit ticket on the back. Student Work: Grade Level In this printable worksheet assignment, students will read short passages about the unit 2 vocabulary terms to identify, define, exemplify, and create a visual representation of each term on their vocabulary chart. This lesson typically takes 2 class periods. **Grade Level work** includes definitions, examples, and an image of each term. Student Work: Foundations **Foundations level work** includes 4 multiple choice options for students to choose from for the definition for each term, and an image for each term. Student Work: Advanced Advanced level work includes definitions, examples, antonyms, an image, and writing a complete sentence of each term. Vocabulary Quiz: Grade Level In this printable assignment, students will assess their knowledge and understanding of the vocabulary terms within the context of the unit through matching, fill-in-the-blank, and short answer responses. Vocabulary Quiz: Foundations In this printable assignment, students will assess their knowledge and understanding of the vocabulary terms within the context of the unit through matching, fill-in-the-blank, and short answer responses. Vocabulary Quiz: Advanced In this printable assignment, students will assess their knowledge and understanding of the vocabulary terms within the context of the unit through matching, fill-in-the-blank, and short answer responses.

Unit Plan # 3 90-120 min

What's the Story?

Students will be introduced to a chronological overview of the major events, people, themes, and concepts that are central to this unit. Students will be able to identify and explain cause and effect connections between events including the Reconquista, Columbus’ arrival in America, Spanish acquisition of gold and resources, and Spain’s lack of success locating these items in Texas.

Lesson Plan, Teacher Guide, Primary Sources Used Downloadable/editable versions of this lesson plan, including a step-by-step guide through the lesson. When applicable, a list of primary sources used in the lesson is also included. Slideshow This ready-to-use classroom slideshow contains the warm-up exercise, the daily objective, the “We will / I will” statements, and the essential question for the lesson. It guides the class through the assignment providing larger versions of images, visual representations of the directions, and supports for reading and answering questions including sentence stems for in-class responses. It concludes with the exit ticket. Grade Level Readings Readings for use with Grade Level Worksheets. Foundations Readings Readings for use with Foundations Worksheets. Advanced Readings Readings for use with Advanced Worksheets. Warm-up and Exit Ticket In this printable warm-up / bell-ringer activity, students will make a prediction about where they think the Spanish are likely to have the most success acquiring gold in the Americas based on a map with several labeled locations provided. This will help set the context for the lesson, specifically in regard to the issue of Spain’s search for gold and riches in the new world. In this exit ticket, students will place events from the readings in the correct chronological order by numbering items in a list. The Warm-up and Exit Ticket document includes two warm-ups on the front of the page and two exit tickets on the back of the page. This formatting reduces the number of copies needed, as teachers will cut each printed page in half. Each student will receive a half-page with the warm-up on the front and the exit ticket on the back. Grade Level Student Worksheet In this printable assignment, students will read a set of 6 short passages presenting chronological information regarding the Age of Contact. Students will record each event or topic from the readings on their timeline activity worksheet. They will determine the most important events from the reading passage and summarize the significance of the event or events. Students will make an assertion what the most significant changes were that occurred as a result of the Age of Contact. **Grade Level** work involves a combination of short, constructed responses and multiple- choice responses from choices provided for summarizing the significance of each passage. Students write what they determine to be the three most significant changes brought about by the Age of Contact. Foundation Student Worksheet **Foundations level** work involves multiple-choice answer options to demonstrate knowledge of the most important events and significance of each reading. Students choose three out of 4 options for the most important changes brought about as a result of the Age of Contact. *Foundations level work also provides an additional, optional set of readings presented at a less rigorous literacy level, and provides reading supports throughout the passages, including bold and underlined information. Advanced Student Worksheet **Advanced level** work involves short, constructed response summaries of the readings to complete the elements of the timeline, including the key events and significance of each event. Students write what they determine to be the five most significant changes brought about by the Age of Contact. Students answer three comprehension questions based on the new 8th grade STAAR item types.

Unit Plan # 4 135 min

God, Gold, and Glory

Students will examine the events that led to the Age of Contact including the Reconquista and the voyages of Christopher Columbus. Students will identify the reasons for Spanish exploration of the Americas, and several outcomes of this exploration.

Lesson Plan, Teacher Guide, Primary Sources Used Downloadable/editable versions of this lesson plan, including a step-by-step guide through the lesson. When applicable, a list of primary sources used in the lesson is also included. Slideshow This ready-to-use classroom slideshow contains the warm-up exercise, the daily objective, the “We will / I will” statements, and the essential question for the lesson. It guides the class through the assignment providing larger versions of images, visual representations of the directions, and supports for reading, taking notes, and answering questions including sentence stems for in-class responses. It concludes with the exit ticket. Warm-up and Exit Ticket In this printable warm-up / bell-ringer activity, students will read an “advertisement” for a job offering adventure, wealth, and a lot of risks. Students respond if they would take the job and provide their reasoning. This presents an idea of the context of why people like the conquistadors might have decided to go to the Americas. In this exit ticket, students will read a quote from the diary of Christopher Columbus about his goals for exploration and answer a multiple-choice question about the main idea of the quote. The Warm-up and Exit Ticket document includes two warm-ups on the front of the page and two exit tickets on the back of the page. This formatting reduces the number of copies needed, as teachers will cut each printed page in half. Each student will receive a half-page with the warm-up on the front and the exit ticket on the back. Grade Level Guided Notes In this printable assignment, students will follow the notes slides from the slideshow presentation to read short passages about topics including the Reconquista, Christopher Columbus, The Columbian Exchange, and Reasons for Exploration. Students will use the readings to complete their guided notes sheet including writing the key information, the significance of each event, and answering an open-ended question about the passage. **Grade level** work involves taking partial notes based on information from the presentation, responding to multiple-choice questions about each passage, and some map labeling. Foundation Guided Notes **Foundations level** work involves taking reduced, fill-in-the-blank notes from the presentation and responding to multiple-choice questions with one answer choice eliminated. Advanced Guided Notes **Advanced level** work involves taking full notes based on information from the presentation, short constructed-response questions, and some map labeling.

Unit Plan # 5 45-60 min

God, Gold, and Glory Extension Lesson

Students will use two primary source excerpts to analyze and compare different points of view related to Spanish interactions with American Indians in the Caribbean. Students will use context to determine the author’s meaning and assess the sources for bias.

Lesson Plan, Teacher Guide, Primary Sources Used Downloadable/editable versions of this lesson plan, including a step-by-step guide through the lesson. When applicable, a list of primary sources used in the lesson is also included. Slideshow This ready-to-use classroom slideshow contains the warm-up exercise, the daily objective, the “We will / I will” statements, and the essential question for the lesson. It guides the class through the assignment providing larger versions of images, visual representations of the directions, and supports for reading, taking notes, and answering questions including sentence stems for in-class responses. It concludes with the exit ticket. Warm-up and Exit Ticket In this printable warm-up / bell-ringer activity, students will write their expectations of what kind of information they will and will not see in the primary source excerpts in the lesson. Students will make a claim about whether these sources have the ability to tell the whole story of the relationship between the American Indians and the conquistadors. This reinforces student understanding of the importance of primary source documents, as well as the limitations that their use presents. This also provides students the opportunity to present their own opinions about what types of information might appear in the days’ lesson. In this exit ticket, students will review their expectations that they recorded in the warm-up to complete a sentence stem explaining if their expectation was correct or incorrect. Students will explain their reasoning for their response. The Warm-up and Exit Ticket document includes two warm-ups on the front of the page and two exit tickets on the back of the page. This formatting reduces the number of copies needed, as teachers will cut each printed page in half. Each student will receive a half-page with the warm-up on the front and the exit ticket on the back. Grade Level Worksheet In this printable worksheet assignment, students will read primary source excerpts from the writings of Christopher Columbus and Bartolome de las Casas. These excerpts present two different points of view of Spanish interactions with American Indians in the Caribbean. Students will read for context and significant information in order to answer comprehension questions about each text. Students will assess each excerpt for bias and the author’s point of view. **Grade Level** work involves short-answer responses and multiple-choice questions based on the excerpts. Foundation Guided Notes **Foundations level** work adapts grade-level activities and to involves answering multiple-choice questions with one answer choice eliminated. Advanced Guided Notes **Advanced level** work expands on the grade level work and involves creating short-answer responses to comprehension questions about each excerpt, including identifying and sharing evidence from the text to support a claim.

Extension 45-60 min

The Search for Gold

Students will examine four of the first significant Spanish explorers to North America, including Pineda, Cortes, Cabeza de Vaca, and Coronado. Students will be able to identify the regions they explored and the Indigenous people they encountered. They will be able to explain the significance of each explorer and demonstrate cause and effect relationships between them.

Lesson Plan, Teacher Guide, Primary Sources Used Downloadable/editable versions of this lesson plan, including a step-by-step guide through the lesson. When applicable, a list of primary sources used in the lesson is also included. Slideshow This ready-to-use classroom slideshow presentation contains the warm-up exercise (above), the daily objective, the “We will / I will” statements, and the essential question for the lesson. It guides the class through the assignment providing larger versions of images, visual representations of the directions, and supports for reading, taking notes, and answering questions including sentence stems for in-class responses. It concludes with the exit ticket. Warm-up and Exit Ticket In this printable warm-up / bell-ringer activity, students will list and compare items used in travel today and in the 1400s. Students will speculate how the items available to past explorers might have helped or limited their experiences while traveling. This allows students to contextualize the difficulties past explorers might have had as a result of less developed resources or technology compared with today. In this exit ticket, students will write a short-answer response that explains one significant effect of three events discussed in the days lesson including Pineda’s map, Cortes’ defeat of the Aztecs, and Cabeza de Vaca’s claims of “cities of gold.” The Warm-up and Exit Ticket document includes two warm-ups on the front of the page and two exit tickets on the back of the page. This formatting reduces the number of copies needed, as teachers will cut each printed page in half. Each student will receive a half-page with the warm-up on the front and the exit ticket on the back. Grade Level Guided Notes In this printable assignment, students will follow the notes from the slideshow to read short passages about topics including Pineda’s map of the Gulf of Mexico, Cortes’ defeat of the Aztecs, Cabeza de Vaca’s expedition, and Coronado’s search for gold. Students will use the readings to complete their guided notes sheet including writing the key information, the significance of each event, and answering an open-ended question about the passage. **Grade Level** work involves taking full notes based on information from the presentation, responding to multiple-choice questions about each passage, and some map labeling. Foundation Guided Notes **Foundations level** work modifies grade level activities and involves taking reduced, fill-in-the-blank notes from the presentation and responding to multiple-choice questions with one answer choice eliminated. Advanced Guided Notes **Advanced level** work involves taking full notes based on information from the presentation, short constructed-response questions, and some map labeling.

Unit Plan # 6 45-60 min

The Search for Gold – Voices of Texas History Extension Lesson

Students will use various primary source excerpts from the writings of Cabeza de Vaca and Francisco Vazquez de Coronado to analyze and compare different points of view related to Spanish interactions with American Indians in Texas and the broader American Southwest. Students will use context to determine the author’s meaning and assess the sources for bias.

Lesson Plan, Teacher Guide, Primary Sources Used Downloadable/editable versions of this lesson plan, including a step-by-step guide through the lesson. When applicable, a list of primary sources used in the lesson is also included. Slideshow This ready-to-use classroom slideshow presentation contains the warm-up exercise, the daily objective, the “We will / I will” statements, and the essential question for the lesson. It guides the class through the assignment providing larger versions of images, visual representations of the directions, and supports for reading, taking notes, and answering questions including sentence stems for in-class responses. It concludes with the exit ticket. Warm-up and Exit Ticket In this printable warm-up / bell-ringer activity, students will predict which person from a list would have most likely said each quote provided in the chart. The people quoted are Cabeza de Vaca, Francisco Vazquez de Coronado, and “the Turk.” This activity will prepare students to view the day’s excerpts through different points of view and reinforce the concept of bias in historical documents. In this exit ticket, students will choose a person from the day’s lesson. They will ask that person a question, and predict how that person might answer, in modern language. The Warm-up and Exit Ticket document includes two warm-ups on the front of the page and two exit tickets on the back of the page. This formatting reduces the number of copies needed, as teachers will cut each printed page in half. Each student will receive a half-page with the warm-up on the front and the exit ticket on the back. Grade Level Worksheet In this printable assignment, students will read primary source excerpts from the writings of Cabeza de Vaca, Francisco Vazquez de Coronado, and excerpts from Coronado’s men about American Indians whom the Spanish called “the Turk” and Ysopete. Students will read for context and significant information in order to answer comprehension questions about each text. Students will assess each excerpt for bias and the author’s point of view. **Grade Level** work involves short-answer responses and multiple-choice questions based on the excerpts. Foundation Worksheet **Foundations level** work modifies the grade level work and involves answering multiple-choice questions with one answer choice eliminated. Advanced Worksheet **Advanced level** work enhances grade level work and involves creating short-answer responses to comprehension questions about each excerpt, including identifying and sharing evidence from the text to support a claim.

Extension 45-60 min

The Last Conquistadors & the French Arrive: Guided Notes Day 3

Students will be able to identify and explain the significance of the final Spanish conquistadors to pass near or through Texas, including Hernando de Soto, Luis de Moscoso Alvarado, and Juan de Oñate. Students will be able to make a claim about the success or failure of each expedition based on evidence from short reading passages. Students will be able to identify and explain the significance of the arrival of the French explorer La Salle, and how his arrival affected Spain’s view of Texas.

Lesson Plan, Teacher Guide, Primary Sources Used Downloadable/editable versions of this lesson plan, including a step-by-step guide through the lesson. When applicable, a list of primary sources used in the lesson is also included. Slideshow This ready-to-use classroom slideshow contains the warm-up exercise, the daily objective, the “We will / I will” statements, and the essential questions for the lesson. It guides the class through the assignment providing larger versions of images, visual representations of the directions, and supports for reading, taking notes, and answering questions including sentence stems for in-class responses. It concludes with the exit ticket. Warm-up and Exit Ticket In this printable warm-up / bell-ringer activity, students will consider what happens when children are playing with toys that one of them had first and compare that to what might happen when countries both explore land that one of them claimed first. This activity will prepare students for what is likely to occur when the Spanish and the French have conflicts over territory in Texas by placing the conflict in a real-world present-day scenario. In this exit ticket, students will read six possible Spanish reactions to the French arrival, choosing the three that they think are most likely to occur. The Warm-up and Exit Ticket document includes two warm-ups on the front of the page and two exit tickets on the back of the page. This formatting reduces the number of copies needed, as teachers will cut each printed page in half. Each student will receive a half-page with the warm-up on the front and the exit ticket on the back. Grade Level Guided Notes In this printable guided notes assignment, students will follow the slideshow to read short passages about topics including Hernando de Soto’s exploration of the American southeast, Luis de Moscoso Alvarado’s expedition into Texas, Juan de Oñate’s expedition to establish Spanish settlements in El Paso and Santa Fe, and the arrival of the French explorer La Salle in Texas. Students will use the readings in the slideshow to complete their guided notes worksheet including writing the key information, the significance of each event, and answering an open-ended question about the passage. **Grade Level** work involves taking full notes based on information from the presentation, responding to multiple-choice questions about each passage, and some map labeling. Foundation Guided Notes **Foundations level** work accomodates grade level work and involves taking reduced, fill-in-the-blank notes from the presentation and responding to multiple-choice questions with one answer choice eliminated. Advanced Guided Notes **Advanced level** work builds on grade level work and involves taking full notes based on information from the presentation, short constructed-response questions, and some map labeling.

Unit Plan # 7 45-60 min

The Last Conquistadors & the French Arrive – Voices of Texas History Extension Lesson Day 3

Lesson Plan, Teacher Guide, Primary Sources Used Downloadable/editable versions of this lesson plan, including a step-by-step guide through the lesson. When applicable, a list of primary sources used in the lesson is also included. Slideshow This ready-to-use classroom slideshow contains the warm-up exercise, the daily objective, the “We will / I will” statements, and the essential question for the lesson. It guides the class through the assignment providing larger versions of images, visual representations of the directions, and supports for reading, taking notes, and answering questions including sentence stems for in-class responses. It concludes with the exit ticket. Warm-up and Exit Ticket In this printable warm-up / bell-ringer activity, students will describe the general relationship between the Spanish and the American Indians, using evidence to support their answer. Students will then make a prediction how the French relationship with the American Indians might be. This activity highlights the context of the general relationships between the various groups that were interacting in Texas during the Age of Contact, allowing students to recall previous information and make a prediction about upcoming information. In this exit ticket, students will read a list of possible consequences of Spanish and French interest in Texas territory, choosing three that they predict are most likely to occur. The Warm-up and Exit Ticket document includes two warm-ups on the front of the page and two exit tickets on the back of the page. This formatting reduces the number of copies needed, as teachers will cut each printed page in half. Each student will receive a half-page with the warm-up on the front and the exit ticket on the back. Grade Level Work In this printable assignment, students will read primary source excerpts from the expeditions of Hernando de Soto, Luis de Moscoso Alvarado, and La Salle. Students will read for context and significant information in order to answer comprehension questions about each text. Students will assess each excerpt for bias and the author’s point of view. **Grade Level** work involves short-answer responses and multiple-choice questions based on the excerpts. Foundation Work **Foundations level** work involves answering multiple-choice questions with one answer choice eliminated. Advanced Work **Advanced level** work involves creating short-answer responses to comprehension questions about each excerpt, including identifying and sharing evidence from the text to support a claim.

Extension 45-60 min

Texas Today

Students will be able to identify specific examples of Spanish and American Indian influence on the geography of Texas today. These examples include the names of human and geographic features of Texas. Students will be able to identify the diverse cultural origins of the location names.

Lesson Plan, Teacher Guide, Primary Sources Used Downloadable/editable versions of this lesson plan, including a step-by-step guide through the lesson. When applicable, a list of primary sources used in the lesson is also included. Slideshow This ready-to-use classroom slideshow contains the warm-up exercise, the daily objective, the “We will / I will” statements, and the essential question for the lesson. It guides the class through the assignment providing larger versions of images, visual representations of the directions, and supports for reading, taking notes, and answering questions including sentence stems for in-class responses. It concludes with the exit ticket. Warm-up and Exit Ticket In this printable warm-up / bell-ringer activity, students will observe a map displaying specific significant natural and human features of Texas. Based on the map they will make a claim about Spanish or American Indian cultural influence they see based on the map. This introduces the concept of connections between Spanish and Indigenous culture and contemporary geographic locations in Texas. In this exit ticket, students will answer a question identifying two statements that provide the most accurate examples of the influence of Spanish and American Indian culture on Texas geography today. The Warm-up and Exit Ticket document includes two warm-ups on the front of the page and two exit tickets on the back of the page. This formatting reduces the number of copies needed, as teachers will cut each printed page in half. Each student will receive a half-page with the warm-up on the front and the exit ticket on the back. Grade Level Work In this printable worksheet assignment, students will read five short passages about six Texas locations including El Paso, the Llano Estacado, the Palo Duro Canyon, the Rio Grande, Waxahachie, and Nacogdoches. Using the information in each reading and relative and absolute location, students will label a map of Texas. **Grade Level** work involves writing three significant facts about each location on their labeled map. Foundation Work **Foundations level** work modifies grade level activities and involves labeling their map using multiple-choice options for each location to reduce the amount of writing. Advanced Work **Advanced level** work expands on grade level activities and involves writing three significant facts about each location on their labeled map, and answering three comprehension questions

Unit Plan # 8 45-60 min

Looking Ahead

Students will connect prior knowledge about Spain’s goals for exploration with information they will see in the next unit. Students will review Spain’s failure to find gold in Texas, and use readings, context, and prior knowledge to predict what Spain might focus on next in Texas. Students will read primary source excerpts about the struggles of an east Texas mission in order to identify Spain’s next goal in Texas, the reasons for this goal, and the challenges of carrying out the goal.

Lesson Plan, Teacher Guide, Primary Sources Used Downloadable/editable versions of this lesson plan, including a step-by-step guide through the lesson. When applicable, a list of primary sources used in the lesson is also included. Slideshow This ready-to-use classroom slideshow contains the warm-up exercise, the daily objective, the “We will / I will” statements, and the essential question for the lesson. It guides the class through the assignment providing larger versions of images, visual representations of the directions, and supports for reading, taking notes, and answering questions including sentence stems for in-class responses. It concludes with the exit ticket. Warm-up and Exit Ticket In this printable warm-up / bell-ringer activity, students will observe an image of an historic Spanish mission in San Antonio – the mission San Francisco de la Espada. Students will write their observations about the mission and predict how it might relate to the Spanish in Texas. This provides students an opportunity to critically observe an image related to material they will see in the next unit and make predictions about how the image could be connected to Spain’s role in Texas. In this exit ticket, students will Students use a map to correctly identify which of the available labeled locations was the approximate site of the mission discussed in class today. Students will answer why the Spanish chose that location. This question type is based on the new 8th grade STAAR item type called “Hot Spot.” The Warm-up and Exit Ticket document includes two warm-ups on the front of the page and two exit tickets on the back of the page. This formatting reduces the number of copies needed, as teachers will cut each printed page in half. Each student will receive a half-page with the warm-up on the front and the exit ticket on the back. Grade Level Work In this printable worksheet assignment, students will read a passage restating the primary characteristics of the Age of Contact. The passage also introduces the concept of new Spanish goals in Texas because of the arrival of the French. Students will read and analyze three primary source excerpts from a Spanish missionary who was working to establish missions in east Texas in order to answer questions about Spain’s goals and challenges with the missions in Texas. **Grade Level** work includes short, constructed response and multiple-choice questions requiring analysis, predictions, and reading for context and specific information. Foundation Work **Foundations level** work includes multiple-choice questions with one answer option eliminated, and a short, constructed response question with a sentence stem provided to guide student responses. Advanced Work **Advanced level** work includes short, constructed response comprehension questions requiring analysis, predictions, and reading for context and specific information.

Unit Plan # 9 45-60 min

Study Guide

Students will review significant terms, concepts, and information from the unit to prepare for the test. Students will identify the significance of key terms, events, and people, make claims about information within the unit and support their claims with evidence, and practice answering questions that are based on the 8th grade STAAR question types.

Lesson Plan, Teacher Guide, Primary Sources Used Downloadable/editable versions of this lesson plan, including a step-by-step guide through the lesson. When applicable, a list of primary sources used in the lesson is also included. Slideshow This ready-to-use classroom slideshow contains the warm-up exercise, the daily objective, the “We will / I will” statements, and the essential question for the lesson. It guides the class through the assignment providing larger versions of images, visual representations of the directions, and supports for reading, taking notes, and answering questions including sentence stems for in-class responses. It concludes with the exit ticket. Warm-up and Exit Ticket In this printable warm-up / bell-ringer activity, students will Students identify topics relevant to the unit that they might see on the test from a list of various social studies topics. This allows students an opportunity to categorize information that belongs in unit 2 and anticipate topics that could be covered on the test. In this exit ticket, students will answer self-assessment questions about their understanding of the material and what steps they can take next to better prepare themselves for the The Warm-up and Exit Ticket document includes two warm-ups on the front of the page and two exit tickets on the back of the page. This formatting reduces the number of copies needed, as teachers will cut each printed page in half. Each student will receive a half-page with the warm-up on the front and the exit ticket on the back. Flash Cards These optional, printable flash cards provide a way for students to study and review important unit terms and their definitions and significance, focusing on the regions of Texas, their characteristics, and the American Indian tribes who lived in each area. Student Work In this printable worksheet assignment, students will identify the definitions and significance of key terms, concepts, people, places, and events of the unit. Students will create a short, constructed response based on a writing prompt about significant effects of the Age of Contact. Students will answer practice test questions based on the new 8th grade social studies STAAR item types. **Grade Level** work involves creating a short, constructed writing response by completing sentence stems provided and providing evidence to support a claim, matching key terms with their significance, and answering six new 8th grade social studies STAAR item type practice test questions. A word bank is provided for identifying definitions of key terms. Foundation Student Work **Foundations level** work involves choosing from provided options to complete a short, constructed writing response using sentence stems provided and providing evidence to support a claim, matching key terms with their significance, and answering six new 8th grade social studies STAAR item type practice questions with answer choices eliminated and some answers provided in questions requiring more than one answer. Students are given three options to choose from for identifying definitions of key terms. Advanced Student Work **Advanced level** work involves creating complete short, constructed writing responses with evidence to support a claim, matching key terms with their significance, and answering six new 8th grade social studies STAAR item type practice test questions. A word bank is provided for identifying definitions of key terms. Not every term in the word bank will be used.

Unit Plan # 10 45-50 min

Mind Mapping Review Lesson

Students will create a visual representation of the connections between terms and concepts from the unit in a mind map. Students will be able to visualize how information from the unit is connected by making connections between terms on a mind map.

Unit Plan # 11 45-60 min

Bingo Review Game

In this optional review lesson, students will play Bingo to review key terms and concepts within the unit by listening to clues to identify terms and concepts. Students will write brief summaries or key words related to each term.

Unit Plan # 12 45-60 min

Maps

We've assembled the following list of maps that are applicable to the Age of Contact Unit.

Tabula nouarum insularum, quas diuersis respectibus Occidentales & Indianas uocant

Map shows known mid-sixteenth century geography of the Western Hemisphere. Scale not given.

Map of Europe as queen

"Map shows a stylized Europe in the form of a woman. [Spain] is her head and [Gaul], [Germany], [Denmark], [Poland], [Hungary], [Greece], [Bulgaria], [Macedonia], and Scythia are the remainder of her body."

Nueva Hispania tabula nova

Map shows known geography, rivers, and settlements in early sixteenth century New Spain [Mexico].

Hispaniae novae sivae magnae, recens et vera descripto 1579

Map shows Pacific Coast of the central portion of New Spain with large lake and four named islands (with numbered key) in upper left corner and "Notularum circa Mexico explanatio" in the lower right corner; title cartouche in upper right corner, secondary cartouche in lower left corner.

Maris Pacifici (quod vulg ̣Mar del Zur) : cum regionibus circumiacentibus, insulisque in eodem passim sparsis, novissima descriptio

Map shows known and assumed geography and place names of land masses and islands in the late sixteenth century Pacific Ocean.

Hispania nova

Relief shown pictorially. Prime meridian: Ferro.

America

Map shows early seventeenth century known and assumed geography, settlements, territorial claims, and areas of Native American habitation in North America, South America, and West Indies.

America noviter delineata

Map of North and South America showing political boundaries and place names. Includes inset of Greenland and illustrations of ships and sea monsters.

Audience de Mexico

Map of Mexico and surrounding areas. Relief shown pictorially. Prime meridian: Ferro.

Nova Mexico

Map shows a late seventeenth century "Nova Mexico" settlement. Streets and buildings are visible in the settlement and there are Native Americans, Spanish landlords, and domestic animals depicted in the foreground.

Nova Hispania, Nova Galicia, Guatimala

Map shows geography and settlements in late seventeenth century Central America and Mexico.

Le nouveau Mexique, appelé aussi Nouvelle Grenade et Marata, avec partie de Californie : selon les memoires les plus nouveaux

Map shows settlements, areas of Native American habitation, and coastal points along "Isle de Californie" and "Mer de Califronie" and inland to the Rio del Norte beyond Santa Fe.

Hos Globos Terracqueum, ac Cœlestem dicat, et donat Rm̃o P.D. Sigismundo Pollitio à Placentia Prœposito Generali Monachorum Eremitorum S. Hyeronimi Congreg: Lombardiæ, P.M. Coronelli, Cosmographus P.

Map shows world continents and oceans, with vague boundaries for parts of Australian coast, Antarctica, and Pacific coast of North America.

Mexique ou Nouvelle Espagne

Map shows geography, political boundaries, and major cities of late seventeenth century New Spain [Mexico].

Videos

We provide videos for both continuing education and classroom use. Please see each video's descriptive page for related resources and details about accessibility and viewing options.

5 min.

Preview of Age of Contact

The video describes the arrival of the first Europeans in Texas, led by Cabeza de Vaca, who washed ashore in 1528 after a failed expedition. Although the Spanish initially left Texas, their brief presence had profound effects, including the introduction of European diseases that devastated Native populations and the accidental release of horses, which transformed the hunting and military capabilities of tribes like the Apache and Comanche. When Spain returned to Texas in the 1680s, they encountered a dramatically changed landscape with fewer but more powerful Native groups.

51 min.

Spanish Explorations

Spanish exploration, covering: (1) The Aztecs and Cortes, (2) The Debacle of Cabeza de Vaca, (3) Coronado’s Expedition, (4) De Soto’s Expedition, (5) Transforming and Abandoning Texas.

More Resources

The following list of resources provide additional information to help you dive deeper into the context of the unit. Books are linked to OCLC WorldCat, allowing you find a copy in your nearest local library or to make a request for it using interlibrary loan.

General

website Results for The Age of Contact in The Portal to Texas History

Digital copies of primary sources and other documents from our about this time period contributed to The Portal to Texas History by institutional partners from across the State.

website The Handbook of Texas

A digital encyclopedia developed by the Texas State Historical Association (TSHA) that is free and offers in-depth, reliable, and authoritative entries on every aspect of Texas history.

book Elizabeth A. H. John, Storms Brewed in Other Men’s Worlds: The Confrontation of Indians, Spanish, and French in the Southwest, 1540-1795, second edition (University of Oklahoma Press, 1996).

Age of Contact

THIS UNIT

Share

Follow

Pacing

Contents

Era Overview

Unit Level Downloads (English)

Unit Plan Unit Plan MS Word Unit Plan Adobe PDF

Other Units

Lessons

Maps

Videos

More Resources

General

American Indian Perspectives

Spanish Perspectives

French Perspectives