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Description
OVERVIEW
In this lesson, students will be introduced to the main ideas of Unit 3: The Spanish Colonial Era. They will be able to understand, identify, and explain key concepts that will be presented throughout the unit, including the challenges facing Spain related to its territory in Texas. They will be able to provide evidence from the reading passage to support statements about the unit.
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
- What are the defining characteristics and significant events of the Spanish Colonial Era?
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 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 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 printable warm-up / bell-ringer activity, students will consider how American Indians in Texas might have responded to a series of four hypothetical situations related to the Spanish arriving in Texas. Students will record their responses on their warm-up.
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 ticet on the back.
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Grade Level Work
In this printable assignment, students will use a primary source image to make inferences and predictions about the material to be covered in the unit. Students will read a passage introducing the major themes of the unit. Students will use the context clues of the reading to match new key terms with their most accurate definition, and answer comprehension questions about the main ideas of the unit.
Grade Level work involves a reading passage with grade-level phrasing and terminology. The work includes writing supports such as sentence stems for the short, constructed response questions.
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Foundation Work
Foundations level work involves a reading passage with grade-level phrasing and terminology. The work includes supports such as sentence stems and multiple-choice answer options for completing the short, constructed response questions.
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Advanced Work
Advanced level involves more writing and an advanced level of reading with more challenging phrasing and terminology. The work includes short, constructed response questions.
Sources
Previews and links to sources referenced in this lesson.
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Photograph of a Spanish mission
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