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Description
OVERVIEW
In this optional 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 TIME
This lesson will take approximately 45 to 60 minutes. Exact times may vary based on the specific needs of individual classes.
This lesson can be omitted without missing any required content or standards.
ESSENTIAL QUESTIONS
- How does each author characterize the relationship between the conquistadors and American Indians?
- How might each author’s bias and point of view affect his story?
Teacher Tools
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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.
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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.
Student Activities
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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.
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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.
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Foundation Guided Notes
Foundations level work adapts grade-level activities and to involves answering multiple-choice questions with one answer choice eliminated.
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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.
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