Grade 04 Social Studies Unit 04 Exemplar Lesson 01: To Explore or Not to Explore

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1 Unit: 04 Lesson: 01 Suggested Duration: 4 days Grade 04 Unit 04 Exemplar Lesson 01: To Explore or Not to Explore This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by supplementing with district-approved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is only a recommendation, and districts may modify the time frame to meet students needs. To better understand how your district may be implementing CSCOPE lessons, please contact your child s teacher. (For your convenience, please find linked the TEA Commissioner s List of State Board of Education Approved Instructional Resources and Midcycle State Adopted Instructional Materials.) Lesson Synopsis Students investigate the reasons for exploring Texas, including the motivation for European exploration and settlement in Texas and the accomplishments of significant explorers. TEKS The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of Education, which are required by Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates that portion of the standard is taught in a previous or subsequent unit. The TEKS are available on the Texas Education Agency website at id= History. The student understands the causes and effects of European exploration and colonization of Texas and North America. The student is expected to: 4.2A Summarize motivations for European exploration and settlement of Texas, including economic opportunity, competition, and the desire for expansion. 4.2B Identify the accomplishments and explain the impact of significant explorers, including Cabeza de Vaca Francisco Coronado René Robert Cavelier, Sieur de la Salle, on the settlement of Texas Economics. The student understands patterns of work and economic activities in Texas. The student is expected to: 4.12C Analyze the effects of exploration, immigration, migration, and limited resources on the economic development and growth of Texas. Skills TEKS 4.21 Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to: 4.21B Analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions. 4.21C Organize and interpret information in outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps. 4.21D Identify different points of view about an issue, topic, historical event, or current event Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to: 4.22B Incorporate main and supporting ideas in verbal and written communication. GETTING READY FOR INSTRUCTION Performance Indicators Last Updated 04/30/2013 Print Date 06/20/2013 Printed By Karen Johnson, MIDLAND ISD page 1 of 13

2 Unit: 04 Lesson: 01 Suggested Duration: 4 days Grade 04 Unit 04 PI 01 As a conquistador, write a letter to the Spanish monarch to explain your motivation to explore Texas. Include discussion of effects of your exploration on the American Indians and on the Spanish. Standard(s): 4.2A, 4.21B, 4.21D, 4.22B ELPS ELPS.c.1E, ELPS.c.5F Key Understandings People explore new lands for a variety of reasons, with a variety of effects. Why did Europeans explore Texas? What were the causes and effects of European exploration and colonization of Texas? Vocabulary of Instruction exploration motivation opportunity competition expansion Materials Refer to the Notes for Teacher section for materials. Attachments All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading or student assessment, attachments that are connected with Performance Indicators or serve as answer keys are available in the district site and are not accessible on the public website. Handout: Motivation Placards (1 set per group) Handout: Explorer Research Card (1 per student) Handout : Explorer Placard Template (1 per student) Teacher Resource: Explorers Placard Scoring Guide (optional) Handout: Explorer s Point of View (1 per student) Teacher Resource: Explorer s Point of View Scoring Guide (optional) Handout: Prewrite Conquistador Letter (1 per student) Handout: Conquistador Letter Template (1 per student or 1 to display) Resources Teaching Texas: The Texas Handbook Online-TSHA: Texas Almanac: Advance Preparation 1. Become familiar with content and procedures for the lesson. 2. Refer to the Instructional Focus Document for specific content to include in the lesson. 3. Select appropriate sections of the textbook and other classroom materials that support the learning for this lesson. 4. Preview available resources and websites according to district guidelines. 5. Prepare materials and handouts as needed. Background Information This lesson examines the reasons for European exploration in Texas. Students use their prior knowledge learned about the regions of Texas and American Last Updated 04/30/2013 Print Date 06/20/2013 Printed By Karen Johnson, MIDLAND ISD page 2 of 13

3 Unit: 04 Lesson: 01 Suggested Duration: 4 days Indians in Texas to explain what explorers see and why the Spanish and French would want to explore and settle Texas. Students have already spent quite a lot of time on the early content of Texas History in 4th grade. This unit delves into the concept of exploration, especially in relation to Texas. In 7th grade, this content will be studied with more depth, but in less time. GETTING READY FOR INSTRUCTION Teachers are encouraged to supplement and substitute resources, materials, and activities to meet the needs of learners. These lessons are one approach to teaching the TEKS/Specificity as well as addressing the Performance Indicators associated with each unit. District personnel may create original lessons using the Content Creator in the Tools Tab. All originally authored lessons can be saved in the My CSCOPE Tab within the My Content area. INSTRUCTIONAL PROCEDURES Instructional Procedures ENGAGE Conquistador 1. Display the interactive map from the University of Calgary to review students prior learning and help them make the connection between Columbus s journeys, the opening of the new world to exploration, and the coming of the Spanish explorers to Texas. 2. In the Predominant Winds and Explorers Routes, click first on the Atlantic Wind Patterns. Then click on Columbus. 3. Write the word conquistador on the board. Students practice saying the word and speculate on the meaning. Provide a hint as to the meaning: What word are you reminded of when you read the word conquistador? (conquest, conquer) 4. Provide the definition: a Spanish conqueror. 5. Show a picture of a conquistador and continue the discussion by encouraging students to speculate on why conquistadors came to North America. (economic opportunity, competition, and the desire for expansion, convert natives to Christianity) EXPLORE Motivations for European Exploration 1. Organize students into groups of 3 to Students draw the graphic organizer below on their own paper or notebook and then use this graphic organizer to record their answers to the question, Why did Europeans explore Texas? as they rotate through stations to learn about the reasons the Spanish explored Texas. Notes for Teacher NOTE: 1 Day = 10 minutes Suggested Day 1 10 minutes Materials: TEKS: 4.2A Interactive map of predominant wind currents and explorers Picture of conquistador(s) Instructional Note Conquistador: a leader in the Spanish conquest of America and especially of Mexico and Peru in the 16th century. From the Latin conquirere, to search for Students studied Juan de Onate, a Spanish conquistador, in grade 3. Suggested Day 1 30 minutes Materials Information on motivations for exploration during the Age of Discovery: Attachments: Handout: Motivation Placards (1 set per group) TEKS: 4.2B; 4.12C; 4.21BCD Instructional Note To make the research activity more kinesthetic, organize the classroom into two groups of three stations (six stations in all) and have students move from station to station. 3. Set up stations that each include a Motivation Placard (from the Handout: Motivation Placards) and appropriate sections of the textbook and other classroom materials that provide additional information the motivations for exploration by the Spanish. 4. Students travel to each of 3 stations and read each placard, describe three Last Updated 04/30/2013 Print Date 06/20/2013 Printed By Karen Johnson, MIDLAND ISD page 3 of 13

4 Unit: 04 Lesson: 01 Suggested Duration: 4 days reasons for Europeans to explore Texas and draw a picture to represent the reasons. (economic opportunity, competition, and the desire for expansion, convert natives to Christianity) 5. Groups share with the class one of the reasons they listed. The answers should be similar to the following reasons. Economic Opportunity Searching for gold, silver, or natural resources Competition Claim land for their country which mean glory and power for conquistadors and global power for their country Desire for expansion Settle Texas so France would not Spread Culture Catholic priests went along to develop settlements and convert natives to Christianity EXPLAIN Motivations for Spanish Exploration 1. Students pairs turn and talk (and listen), one at a time, about why the Spanish explored Texas. EXPLORE Accomplishments and impact of exploration 1. Distribute the Handout Explorer Research Card, upon which students record information they gather about the Spanish explorers Cabeza de Vaca; Francisco Coronado; and René Robert Cavelier, Sieur de la Salle. 2. Individually or in pairs, students use their textbook, websites, non-fiction sources, and/or other available resources to gather information about and describe the accomplishments of an explorer, including the causes and effects of exploration on the settlement of Texas (Did de Vaca s exploration lead to settlement in Texas? How did de Vaca s exploration affect Texas?). 3. Teacher circulates, probing with questions, clarifying and correcting information, and providing additional information as needed. 4. After information has been gathered about one explorer, students share with a partner (a different partner than the partner they have been working with to gather information). 5. Begin study of the next explorer, Francisco Coronado, with the new partner. Repeat as above for Coronado and René Robert Cavelier, Sieur de la Salle. 6. Facilitate a discussion where students share what they have learned. As discussion continues, students add to or adjust information on their notetaking sheets (Handout: Explorer Research Card). Suggested Day 1 10 minutes Instructional Note: A strategy such as Think-Pair-Share or Talk-a-Mile-a-Minute would work well to help students summarize their learning and support student use of academic language. Suggested Day 1 10 minutes Materials: Information on conquistadors Information on Cabeza de Vaca Information on Francisco Coronado Information on René Robert Cavelier, Sieur de la Salle Attachments: TEKS: 4.2B Handout: Explorer Research Card (1 per student) Instructional Note: This could be set up as a stations activity to allow a break every 10 minutes or so. Other explorers can be added for students to research, but it is important that students master the content and skills listed in the TEKS. State Resources Texas Beyond History Texas State Library and Archives Commission Texas Historical State Association-Texas Handbook Texas Almanac EXPLAIN Reasons for exploring Texas 1. Distribute the Handout: Explorer Placard Template. 2. Students use the template to design a placard for each explorer to summarize their learning about the explorers. (Students refer to the Explorer s Research Card they completed during the Explore section, and other available resources, as needed.) 3. The Teacher Resource: Explorer Placard Scoring Guide can be used to score student work. Adjust as appropriate. Suggested Day 3 20 minutes Materials: completed Explorer Research Card from the Explore section Attachments: Handout Explorer Placard Template (1 per student) Teacher Resource: Explorer Placard Last Updated 04/30/2013 Print Date 06/20/2013 Printed By Karen Johnson, MIDLAND ISD page 4 of 13

5 Unit: 04 Lesson: 01 Suggested Duration: 4 days Scoring Guide (optional) TEKS: 4.2B; 4.22B ELABORATE Identify the point of view 1. Distribute to each student the Handout: Explorer s Point of View. 2. Students read the excerpts and answer the questions of each primary source. 3. After reading, students apply social studies skills to answer the question larger question, Was Texas worth settling? and support their reasoning with evidence. 4. Facilitate a discussion where students use academic language to discuss points of view, primary source documents, and the exploration of Texas by Spanish explorers. If desired, use the Teacher Resource: Explorer s Point of View Scoring Guide to evaluate student thinking about the points of view presented. Suggested Day 3 30 minutes Attachments: TEKS: 4.21D Handout: Explorer s Point of View (1 per student) Teacher Resource: Explorer s Point of View Scoring Guide(optional) Instructional Note Resources are available to extend the discussion on points of view. Search for Conquistadors PBS to reach a discussion The Voice of Dissent which provides quotes illustrating differing points of view on the Indians. 5. Students summarize their learning by answering the guiding questions and using what they have learned to provide evidence in support of the Key Understanding. People explore new lands for a variety of reasons, with a variety of effects. - Why did Europeans explore Texas? - What were the causes and effects of European exploration and colonization of Texas? EVALUATE 1. Performance Indicator Grade 04 Unit 04 PI 01 As a conquistador, write a letter to the Spanish monarch to explain your motivation to explore Texas. Include discussion of effects of your exploration on the American Indians and on the Spanish. Standard(s): 4.2A, 4.21B, 4.21D, 4.22B ELPS ELPS.c.1E, ELPS.c.5F 2. Provide each student the Handout: Prewrite Conquistador Letter to complete. 3. Individually or in pairs, students use the notes they took earlier to review their learning and prepare to complete the Performance Indicator. They discuss ideas and complete the Prewrite, which will be used to write their letter. Suggested Day 4 50 minutes Materials: Attachments completed Explorer s Research Card completed Explorer s Point of View Handout: Prewrite - Conquistador Letter (1 per student) Handout: Conquistador Letter Template (1 per student or 1 to display) TEKS: 4.2A; 4.21B, 4.21D; 4.22B 4. If desired, the Handout: Conquistador Letter Template can be used, or a district template aligned to the ELA TEKS. Display the template or distribute to students so they have a model to use. 5. Students individually write the letter to the Spanish monarch. (Remember to write in first person.) 6. Use a rubric to evaluate student work. Last Updated 04/30/2013 Print Date 06/20/2013 Printed By Karen Johnson, MIDLAND ISD page 5 of 13

6 Motivation Placards Unit: 04 Lesson 01 Spain was the first European country to explore present-day Mexico and Central America. There they found gold, new foods, and products that could be sold in Europe. The Spanish heard there was more gold in the northern region known as Tejas. Conquistadors traveled across Texas and the American Southwest looking for riches. There was no gold or silver to be found, but they saw things they had never seen before. Explorers saw natural resources such as buffalo, corn, and even pools of black liquid known as oil. In the end, explorers told the King of Spain that there were no riches in Tejas, but they did note the grasslands and fertile soil. There was no gold or silver found in Texas, but Spain and France were interested in Texas for other reasons. Both of these European countries had large empires. (An empire is a country that rules foreign lands.) Claiming Texas would add to their empire and make their explorers famous. A larger empire meant more power and more wealth even if there was no gold or silver. There was a problem, though: Spain and France did not get along. Claiming Texas might not be easy for either country. The Spanish Empire was Catholic. Catholic priests traveled with explorers to convert American Indians to Christianity. They built missions to help accomplish this goal. The Spanish hoped the American Indians would work with the mission system, accept Christianity, and become loyal to Spain. The French were interested in claiming territories and trading with American Indians. 2012, TESCCC 04/22/13 Page 1 of 1

7 Explorer Research Card Unit: 04 Lesson: 01 Explorer Causes for Exploring Accomplishments Impact on Settlement of Texas Cabeza de Vaca (Spain) Francisco Coronado (Spain) René-Robert Cavelier, Sieur de La Salle (France) 2012, TESCCC 04/30/13 Page 1 of 1

8 Explorer Placard Template Unit: 04 Lesson 01 (Explorer s Name) (Country Explored For) Accomplishments (include bullets for at least 2) Picture or symbol of Explorer Impact (Elaborate on the Impact of the Explorer on the settlement of Texas) 2012, TESCCC 08/10/12 Page 1 of 1

9 Explorer s Card Unit: 04 Lesson 01 Scoring Guide CABEZA DE VACA Categories Completed 10 points Missing Information 0 points Score Two Accomplishments Impact of Explorers on Settlement of Texas Picture/Symbol of Explorer Grammar, Spelling, and Creativity FRANCISCO CORONADO Categories Completed 10 points Missing Information 0 points Score Two Accomplishments Impact of Explorers on Settlement of Texas Picture/Symbol of Explorer Grammar, Spelling, and Creativity LA SALLE Categories Completed 10 points Missing Information 0 points Score Two Accomplishments Impact of Explorers on Settlement of Texas Picture/Symbol of Explorer Grammar, Spelling, and Creativity TOTAL 2012, TESCCC 08/10/12 Page 1 of 1

10 Explorer s Point of View Unit: 04 Lesson 01 Was Texas Worth Settling? Excerpt from Primary Source Document Research Cows come this far and I have seen them three times and What did Cabeza de Vaca see on his journey have eaten of them and I think they are about the size of across Texas? those of Spain. They have small horns, like Moorish cattle, and very long hair, wooly like a rug. Some are dark brown and others black and in my opinion they have better and richer flesh than those from here [Spain?]. From those that are not as large the Indians make robes [mantas] to cover themselves and from the large ones they make shoes and round shields. Cabeza de Vaca Diary 1539 Learning from cabeza de vaca. (n.d.). Retrieved from I reached some plains so vast, that I did not find their limit anywhere I went, although I travelled over them for more than 300 leagues... [T]here was not a stone, nor bit of rising ground, nor a tree, nor a shrub, nor anything to go by. Francisco Coronado Letter to the King of Spain Coronado is first to describe the Llano Estacado October 21, 1541 In letter to king of spain, coronado is first to describe llano estacado. (n.d.). Retrieved from As the French were no longer on their guard, believing them {the Clamcoëhs, or Karankawa} to be friends, these had little trouble slaughtering them all, except the said Jean-Baptiste Talon; two of his brothers, younger than he, named Robert and Lucien; their older sister, named Marie-Magdalene; and another young Parisian named Eustache Bremen. They were saved by some women, who touched with compassion by their youth, loaded them on their backs and carried them into their cabins while their husbands massacred the rest, after the said Talons had seen their mother fall before their eyes Why would this be important to people who might want to settle in Texas? What did Coronado see on his journey across Texas? Why would this be important to people who might want to settle in Texas? What did survivor Jean Baptise Talon tell the Spanish about where Fort St. Louis was located? Why would this be important to people who might want to settle in Texas? Discussion between survivor Jean-Baptiste Talon and Spanish soldiers. -Baptiste Talon, 1698 Life..and death in the french settlement. (n.d.). Retrieved from Texas was settling because 2012, TESCCC 04/30/13 Page 1 of 1

11 Explorer s Point of View Texas History Unit: 04 Lesson: 01 Scoring Guide Categories Complete Research 10 points Review Your Research 5 points There is no research 0 points Score Cabeza de Vaca s Point of View Coronado s Point of View LaSalle s Point of View points WOW! You re a Texas Historian 15 0 points Review your research and present it again TOTAL 2012, TESCCC 08/10/12 Page 1 of 1

12 Prewrite - Conquistador Letter Unit: 04 Lesson: 01 Your Conquistador Name Spanish Monarch Date Reason to Explore Texas 1. Two Examples to Support your Reason 2. Expectations for the effect your journey and exploration will have for Spain and for Texas 2012, TESCCC 08/10/12 Page 1 of 1

13 Letter Template Unit: 04 Lesson: 01 for Letter to Spanish Monarch Address from which letter is being sent (Date of Letter) Dear (Spanish Monarch) Paragraph One Introduction and purpose of letter Paragraph Two Reason to explore Texas Support your reason Paragraph Three Expected effects of your exploration on the Spain and on the settlement of Texas Paragraph Four Restatement of purpose and request for action by the monarch Sincerely, Conquistador Name 2012, TESCCC 08/10/12 Page 1 of 1