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Description
OVERVIEW
In this lesson, 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 TIME
This lesson will take approximately 45 to 60 minutes. Exact times may vary based on the specific needs of individual classes.
ESSENTIAL QUESTION
- How did Spain attempt to keep Texas out of the hands of the French, and what challenges did the Spanish face in carrying out this goal?
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 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.
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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.
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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.
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Advanced Work
Advanced level work includes short, constructed response comprehension questions requiring analysis, predictions, and reading for context and specific information.
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