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 unit contents using the tabs to the right or the filters below.

Tell other teachers, parents, and students about us.

Follow

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

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.

Hernando de Soto Christopher Columbus King Ferdinand Queen Isabella Vikings Moors Conquistadors Indigenous Americans Spain America(s) Portugal Netherlands Caribbean Asia Precious metals Sugar disease horses 1492 exploration conquest Religious Conversion Wealth and riches European colonization Trade Enslaved laborers Misidentification introduction Lesson Plan, Teacher Guide, Primary Sources Used Downloadable/editable versions lesson plan, including step-by-step guide lesson. When applicable, list primary sources used lesson also included. Slideshow This ready-to-use classroom slideshow contains warm-up exercise, daily objective, "We will / I will" statements, essential question lesson. It guides class assignment providing larger versions images, visual representations directions, supports reading answering questions including sentence stems in-class responses. It concludes exit ticket. Warm-up Exit Ticket In printable **warm-up / bell-ringer activity**, students will read brief passage introducing concept Spanish exploration. They will make prediction top three reasons Spanish exploration will be, choosing six different options. They will rank 3 chosen order believe important Spain. This will familiarize students concept various reasons Spanish exploration prepare evaluate significance Spanish each. In **exit ticket**, students will write short, constructed response explaining three things reading can expect see unit. The Warm-up Exit Ticket document includes two warm-ups front page two exit tickets back page. This formatting reduces number copies needed, teachers will cut printed page half. Each student will receive half-page warm-up front exit ticket back. Grade Level Student Worksheet In printable worksheet assignment, students will use primary source image make inferences key concepts unit unit include. Students will read passage summarizing main ideas unit including reason goals Spanish exploration Americas results consequences exploration Spain, America, American Indians. **Grade Level** work involves anticipating content passage, summarizing passage chunked paragraph, providing textual evidence support student responses reading guide. Foundation Student Worksheet **Foundations level** work requires less writing, offering multiple choice options justify student answers reading guide Advanced Student Worksheet **Advanced level** work involves anticipating content passage, summarizing passage chunked paragraph, providing textual evidence support student responses reading guide, 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.

Álvar Núñez Cabeza de Vaca Indigenous Americans Spain America(s) Caribbean Gulf of Mexico Florida Mexico Mexico City Texas primary sources hurricanes disease bias Lesson Plan, Teacher Guide, Primary Sources Used Downloadable/editable versions lesson plan, including step-by-step guide lesson. When applicable, list primary sources used lesson also included. Slideshow This ready-to-use classroom slideshow contains warm-up exercise, daily objective, "We will / I will" statements, essential question lesson. It guides class assignment providing larger versions images, visual representations directions, supports reading answering questions including sentence stems in-class responses. It concludes exit ticket. Warm-up Exit Ticket In printable warm-up / bell-ringer activity, students will read scenario hear classmates discussing new student. They record thoughts based hear evaluate whether believe information not. This warm-up will reintroduce concept primary sources, points view, bias preparation day’s lesson. In exit ticket, students will refer back scenario warm-up heard second-hand information new student. They will consider respond get accurate information new student, might result continue believe heard second-hand. The Warm-up Exit Ticket document includes two warm-ups front page two exit tickets back page. This formatting reduces number copies needed, teachers will cut printed page half. Each student will receive half-page warm-up front exit ticket back. Excerpt & Translation Cards This printable material provides set primary source excerpt cards matching modern-day translation cards. Cards printed cut provide individual students partner groups assignment. Grade Level Student Worksheet In printable worksheet assignment, students will read brief passage introducing story Cabeza de Vaca put primary source excerpts context. They will match 4 primary source excerpt cards de Vaca’s writings 4 modern-day translation cards. Students fill chart summarizing main idea excerpt, answer comprehension questions excerpts. **Grade Level** includes combination short, constructed response multiple-choice comprehension questions. Foundation Student Worksheet **Foundations Level** requires less writing, offering multiple choice options summarize excerpt, contains multiple choice comprehension questions one answer choice eliminated. Advanced Student Worksheet **Advanced Level** also includes examining excerpt bias, recording findings 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.

conquistadors viceroys Inca Aztec Monarchy oversee Plantations Spain North America South America Mexico sugar Precious metals eras exploration expedition trade Columbian Exchange colonization The New World Catholicism Lesson Plan, Teacher Guide, Primary Sources Used Downloadable/editable versions lesson plan, including step-by-step guide lesson. A list primary sources used lesson also included. Slideshow This ready-to-use classroom slideshow contains warm-up exercise, daily objective, "We will / I will" statements, essential question lesson. It guides class assignment providing larger versions images, visual representations directions, supports reading answering questions including sentence stems in-class responses. It concludes exit ticket. Warm-up Exit Ticket In printable **warm-up / bell-ringer activity**, students will make brief list topics themes within unit discussed class far. Using list, students will think vocabulary terms see unit. This will prepare students identify vocabulary terms within context unit give opportunity connect previous material prior knowledge relates unit content. In **exit ticket**, students will choose best connect unit content word bank social studies terms. The Warm-up Exit Ticket document includes two warm-ups front page two exit tickets back page. This formatting reduces number copies needed, teachers will cut printed page half. Each student will receive half-page warm-up front exit ticket back. Student Work: Grade Level In printable worksheet assignment, students will read short passages unit 2 vocabulary terms identify, define, exemplify, create visual representation term vocabulary chart. This lesson typically takes 2 class periods. **Grade Level work** includes definitions, examples, image term. Student Work: Foundations **Foundations level work** includes 4 multiple choice options students choose definition term, image term. Student Work: Advanced Advanced level work includes definitions, examples, antonyms, image, writing complete sentence term. Vocabulary Quiz: Grade Level In printable assignment, students will assess knowledge understanding vocabulary terms within context unit matching, fill-in-the-blank, short answer responses. Vocabulary Quiz: Foundations In printable assignment, students will assess knowledge understanding vocabulary terms within context unit matching, fill-in-the-blank, short answer responses. Vocabulary Quiz: Advanced In printable assignment, students will assess knowledge understanding vocabulary terms within context unit matching, fill-in-the-blank, 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.

Moors King Ferdinand Queen Isabella Christopher Columbus Indigenous Americans Indians Hernán Cortés Francisco Pizarro Aztecs Incas conquistadors Álvar Núñez Cabeza de Vaca Francisco Vásquez de Coronado Hernando de Soto French Spanish René-Robert Cavelier, Sieur de la Salle Spain Africa Asia Atlantic Ocean North America South America Carrabean Florida Texas New Mexico New Spain New World horses wealth disease trade Reconquista Lesson Plan, Teacher Guide, Primary Sources Used Downloadable/editable versions lesson plan, including step-by-step guide lesson. When applicable, list primary sources used lesson also included. Slideshow This ready-to-use classroom slideshow contains warm-up exercise, daily objective, "We will / I will" statements, essential question lesson. It guides class assignment providing larger versions images, visual representations directions, supports reading answering questions including sentence stems in-class responses. It concludes exit ticket. Grade Level Readings Readings use Grade Level Worksheets. Foundations Readings Readings use Foundations Worksheets. Advanced Readings Readings use Advanced Worksheets. Warm-up Exit Ticket In printable warm-up / bell-ringer activity, students will make prediction think Spanish likely success acquiring gold Americas based map several labeled locations provided. This will help set context lesson, specifically regard issue Spain’s search gold riches new world. In exit ticket, students will place events readings correct chronological order numbering items list. The Warm-up Exit Ticket document includes two warm-ups front page two exit tickets back page. This formatting reduces number copies needed, teachers will cut printed page half. Each student will receive half-page warm-up front exit ticket back. Grade Level Student Worksheet In printable assignment, students will read set 6 short passages presenting chronological information regarding Age Contact. Students will record event topic readings timeline activity worksheet. They will determine important events reading passage summarize significance event events. Students will make assertion significant changes occurred result Age Contact. **Grade Level** work involves combination short, constructed responses multiple- choice responses choices provided summarizing significance passage. Students write determine three significant changes brought Age Contact. Foundation Student Worksheet **Foundations level** work involves multiple-choice answer options demonstrate knowledge important events significance reading. Students choose three 4 options important changes brought result Age Contact. *Foundations level work also provides additional, optional set readings presented less rigorous literacy level, provides reading supports throughout passages, including bold underlined information. Advanced Student Worksheet **Advanced level** work involves short, constructed response summaries readings complete elements timeline, including key events significance event. Students write determine five significant changes brought Age Contact. Students answer three comprehension questions based new 8th grade STAAR item types.

Unit Plan # 4 135 min

God, Gold, and Glory - Guided Notes Day 1

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

Unit Plan # 5 45-60 min

God, Gold, and Glory - Voices of TX history 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 lesson plan, including step-by-step guide lesson. When applicable, list primary sources used lesson also included. Slideshow This ready-to-use classroom slideshow contains warm-up exercise, daily objective, "We will / I will" statements, essential question lesson. It guides class assignment providing larger versions images, visual representations directions, supports reading, taking notes, answering questions including sentence stems in-class responses. It concludes exit ticket. Warm-up Exit Ticket In printable warm-up / bell-ringer activity, students will write expectations kind information will will see primary source excerpts lesson. Students will make claim whether sources ability tell whole story relationship American Indians conquistadors. This reinforces student understanding importance primary source documents, well limitations use presents. This also provides students opportunity present opinions types information might appear days’ lesson. In exit ticket, students will review expectations recorded warm-up complete sentence stem explaining expectation correct incorrect. Students will explain reasoning response. The Warm-up Exit Ticket document includes two warm-ups front page two exit tickets back page. This formatting reduces number copies needed, teachers will cut printed page half. Each student will receive half-page warm-up front exit ticket back. Grade Level Worksheet In printable worksheet assignment, students will read primary source excerpts writings Christopher Columbus Bartolome de las Casas. These excerpts present two different points view Spanish interactions American Indians Caribbean. Students will read context significant information order answer comprehension questions text. Students will assess excerpt bias author’s point view. **Grade Level** work involves short-answer responses multiple-choice questions based excerpts. Foundation Guided Notes **Foundations level** work adapts grade-level activities involves answering multiple-choice questions one answer choice eliminated. Advanced Guided Notes **Advanced level** work expands grade level work involves creating short-answer responses comprehension questions excerpt, including identifying sharing evidence text support claim.

Extension 45-60 min

The Search for Gold - Guided Notes Day 2

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 lesson plan, including step-by-step guide lesson. When applicable, list primary sources used lesson also included. Slideshow This ready-to-use classroom slideshow presentation contains warm-up exercise (above), daily objective, "We will / I will" statements, essential question lesson. It guides class assignment providing larger versions images, visual representations directions, supports reading, taking notes, answering questions including sentence stems in-class responses. It concludes exit ticket. Warm-up Exit Ticket In printable warm-up / bell-ringer activity, students will list compare items used travel today 1400s. Students will speculate items available past explorers might helped limited experiences traveling. This allows students contextualize difficulties past explorers might result less developed resources technology compared today. In exit ticket, students will write short-answer response explains one significant effect three events discussed days lesson including Pineda’s map, Cortes’ defeat Aztecs, Cabeza de Vaca’s claims "cities gold." The Warm-up Exit Ticket document includes two warm-ups front page two exit tickets back page. This formatting reduces number copies needed, teachers will cut printed page half. Each student will receive half-page warm-up front exit ticket back. Grade Level Guided Notes In printable assignment, students will follow notes slideshow read short passages topics including Pineda’s map Gulf Mexico, Cortes’ defeat Aztecs, Cabeza de Vaca’s expedition, Coronado’s search gold. Students will use readings complete guided notes sheet including writing key information, significance event, answering open-ended question passage. **Grade Level** work involves taking full notes based information presentation, responding multiple-choice questions passage, map labeling. Foundation Guided Notes **Foundations level** work modifies grade level activities involves taking reduced, fill-in-the-blank notes presentation responding multiple-choice questions one answer choice eliminated. Advanced Guided Notes **Advanced level** work involves taking full notes based information presentation, short constructed-response questions, 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 lesson plan, including step-by-step guide lesson. When applicable, list primary sources used lesson also included. Slideshow This ready-to-use classroom slideshow presentation contains warm-up exercise, daily objective, "We will / I will" statements, essential question lesson. It guides class assignment providing larger versions images, visual representations directions, supports reading, taking notes, answering questions including sentence stems in-class responses. It concludes exit ticket. Warm-up Exit Ticket In printable warm-up / bell-ringer activity, students will predict person list likely said quote provided chart. The people quoted Cabeza de Vaca, Francisco Vazquez de Coronado, "the Turk." This activity will prepare students view day’s excerpts different points view reinforce concept bias historical documents. In exit ticket, students will choose person day’s lesson. They will ask person question, predict person might answer, modern language. The Warm-up Exit Ticket document includes two warm-ups front page two exit tickets back page. This formatting reduces number copies needed, teachers will cut printed page half. Each student will receive half-page warm-up front exit ticket back. Grade Level Worksheet In printable assignment, students will read primary source excerpts writings Cabeza de Vaca, Francisco Vazquez de Coronado, excerpts Coronado’s men American Indians Spanish called "the Turk" Ysopete. Students will read context significant information order answer comprehension questions text. Students will assess excerpt bias author’s point view. **Grade Level** work involves short-answer responses multiple-choice questions based excerpts. Foundation Worksheet **Foundations level** work modifies grade level work involves answering multiple-choice questions one answer choice eliminated. Advanced Worksheet **Advanced level** work enhances grade level work involves creating short-answer responses comprehension questions excerpt, including identifying sharing evidence text support 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 lesson plan, including step-by-step guide lesson. When applicable, list primary sources used lesson also included. Slideshow This ready-to-use classroom slideshow contains warm-up exercise, daily objective, "We will / I will" statements, essential questions lesson. It guides class assignment providing larger versions images, visual representations directions, supports reading, taking notes, answering questions including sentence stems in-class responses. It concludes exit ticket. Warm-up Exit Ticket In printable warm-up / bell-ringer activity, students will consider happens children playing toys one first compare might happen countries explore land one claimed first. This activity will prepare students likely occur Spanish French conflicts territory Texas placing conflict real-world present-day scenario. In exit ticket, students will read six possible Spanish reactions French arrival, choosing three think likely occur. The Warm-up Exit Ticket document includes two warm-ups front page two exit tickets back page. This formatting reduces number copies needed, teachers will cut printed page half. Each student will receive half-page warm-up front exit ticket back. Grade Level Guided Notes In printable guided notes assignment, students will follow slideshow read short passages topics including Hernando de Soto’s exploration American southeast, Luis de Moscoso Alvarado’s expedition Texas, Juan de Oñate’s expedition establish Spanish settlements El Paso Santa Fe, arrival French explorer La Salle Texas. Students will use readings slideshow complete guided notes worksheet including writing key information, significance event, answering open-ended question passage. **Grade Level** work involves taking full notes based information presentation, responding multiple-choice questions passage, map labeling. Foundation Guided Notes **Foundations level** work accomodates grade level work involves taking reduced, fill-in-the-blank notes presentation responding multiple-choice questions one answer choice eliminated. Advanced Guided Notes **Advanced level** work builds grade level work involves taking full notes based information presentation, short constructed-response questions, 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 lesson plan, including step-by-step guide lesson. When applicable, list primary sources used lesson also included. Slideshow This ready-to-use classroom slideshow contains warm-up exercise, daily objective, "We will / I will" statements, essential question lesson. It guides class assignment providing larger versions images, visual representations directions, supports reading, taking notes, answering questions including sentence stems in-class responses. It concludes exit ticket. Warm-up Exit Ticket In printable warm-up / bell-ringer activity, students will describe general relationship Spanish American Indians, using evidence support answer. Students will make prediction French relationship American Indians might be. This activity highlights context general relationships various groups interacting Texas Age Contact, allowing students recall previous information make prediction upcoming information. In exit ticket, students will read list possible consequences Spanish French interest Texas territory, choosing three predict likely occur. The Warm-up Exit Ticket document includes two warm-ups front page two exit tickets back page. This formatting reduces number copies needed, teachers will cut printed page half. Each student will receive half-page warm-up front exit ticket back. Grade Level Work In printable assignment, students will read primary source excerpts expeditions Hernando de Soto, Luis de Moscoso Alvarado, La Salle. Students will read context significant information order answer comprehension questions text. Students will assess excerpt bias author’s point view. **Grade Level** work involves short-answer responses multiple-choice questions based excerpts. Foundation Work **Foundations level** work involves answering multiple-choice questions one answer choice eliminated. Advanced Work **Advanced level** work involves creating short-answer responses comprehension questions excerpt, including identifying sharing evidence text support 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 lesson plan, including step-by-step guide lesson. When applicable, list primary sources used lesson also included. Slideshow This ready-to-use classroom slideshow contains warm-up exercise, daily objective, "We will / I will" statements, essential question lesson. It guides class assignment providing larger versions images, visual representations directions, supports reading, taking notes, answering questions including sentence stems in-class responses. It concludes exit ticket. Warm-up Exit Ticket In printable warm-up / bell-ringer activity, students will observe map displaying specific significant natural human features Texas. Based map will make claim Spanish American Indian cultural influence see based map. This introduces concept connections Spanish Indigenous culture contemporary geographic locations Texas. In exit ticket, students will answer question identifying two statements provide accurate examples influence Spanish American Indian culture Texas geography today. The Warm-up Exit Ticket document includes two warm-ups front page two exit tickets back page. This formatting reduces number copies needed, teachers will cut printed page half. Each student will receive half-page warm-up front exit ticket back. Grade Level Work In printable worksheet assignment, students will read five short passages six Texas locations including El Paso, Llano Estacado, Palo Duro Canyon, Rio Grande, Waxahachie, Nacogdoches. Using information reading relative absolute location, students will label map Texas. **Grade Level** work involves writing three significant facts location labeled map. Foundation Work **Foundations level** work modifies grade level activities involves labeling map using multiple-choice options location reduce amount writing. Advanced Work **Advanced level** work expands grade level activities involves writing three significant facts location labeled map, 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 lesson plan, including step-by-step guide lesson. When applicable, list primary sources used lesson also included. Slideshow This ready-to-use classroom slideshow contains warm-up exercise, daily objective, "We will / I will" statements, essential question lesson. It guides class assignment providing larger versions images, visual representations directions, supports reading, taking notes, answering questions including sentence stems in-class responses. It concludes exit ticket. Warm-up Exit Ticket In printable warm-up / bell-ringer activity, students will observe image historic Spanish mission San Antonio – mission San Francisco de la Espada. Students will write observations mission predict might relate Spanish Texas. This provides students opportunity critically observe image related material will see next unit make predictions image connected Spain’s role Texas. In exit ticket, students will Students use map correctly identify available labeled locations approximate site mission discussed class today. Students will answer Spanish chose location. This question type based new 8th grade STAAR item type called "Hot Spot." The Warm-up Exit Ticket document includes two warm-ups front page two exit tickets back page. This formatting reduces number copies needed, teachers will cut printed page half. Each student will receive half-page warm-up front exit ticket back. Grade Level Work In printable worksheet assignment, students will read passage restating primary characteristics Age Contact. The passage also introduces concept new Spanish goals Texas arrival French. Students will read analyze three primary source excerpts Spanish missionary working establish missions east Texas order answer questions Spain’s goals challenges missions Texas. **Grade Level** work includes short, constructed response multiple-choice questions requiring analysis, predictions, reading context specific information. Foundation Work **Foundations level** work includes multiple-choice questions one answer option eliminated, short, constructed response question sentence stem provided guide student responses. Advanced Work **Advanced level** work includes short, constructed response comprehension questions requiring analysis, predictions, reading context specific information.

Unit Plan # 9 45-60 min

Study Guide and Flashcards

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

Review 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.

Review 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.

Review 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