Unit #:
Title:
Three: European Exploration and Colonization
Unit Question: Why did the Spanish explore, colonize and ultimately
establish dominance in the Southwest?
Were the motives of Anglo settlement in Texas consistent with the goals Spain,
and later Mexico had for their colony?
Unit
Understanding(s):
The goals of Anglo-American settlers eventually came into
conflict with those of the Spanish and Mexican governments.
TEKS:
History. The student understands traditional historical points of
reference in Texas history. The student is expected to:
Objectives:
7.1c Explain the significance of the following dates: 1519, 1718,
1821, 1836, 1845 and 1861
7.2b Identify important individuals, events, and issues related to
European exploration and colonization of Texas, including the
establishment of catholic missions
7.2f Contrast Spanish and Anglo purposes for and methods of
settlement in Texas
7.19b Describe how people from selected racial, ethnic and
religious groups attempt to maintain their cultural heritage while
adapting to the larger Texas culture.
Evaluate the goals of Anglo-American settlers that came into
conflict with those of the Spanish/Mexican government.
Why is 1821 significant?
Moses Austin received permit to settle 300 families in
Texas
Stephen F. Austin brings settlers to Texas
What were the political, economic and social reasons for
the exploration and colonization of Texas?
Political: rivalry between France & Spain (Spain responds
to French threats)
Economic: Spain looking for gold/silver – other trade
items for profit – cash crops. France seizing Spanish silver,
growing crops on same territory
Social: Spanish missions
Anglo- Americans – cheap land, fresh start,
manifest destiny
What significance did the establishment of Catholic
missions have in the colonization of Texas?
Missions became Spain’s tool of colonization to spread
Christianity. Native Americans are pressed to be Spaniards
Church establishes control over government
How did the Spanish and Anglo methods and purposes of
Alief ISD 2006 Authors: Bryant/Chaney/ Harrison/ Morales/ Mitchell
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colonization and settlement differ in Texas? See goals & conflicts
chart below
How is the influence of Spanish colonization present in
Texas today?
Methods of ranching
Architecture
Foods
Religions
Language
Supplies:
Butcher paper, 2 color markers, ISN, (or transparencies)
Hook:
Let’s suppose when you stayed at your dad’s house your curfew
was midnight and he is very lenient. But when you moved to your
mom’s house, your curfew is 10:00 PM and she is very strict.
How would you feel?
Line:
Analyze the goals of the American and the goals of the
Spanish/Mexican government that came into conflict.
Sinker:
Think back to the hook in your ISN for today how you felt. Now
describe how the Texans felt about the Spanish/Mexican
governmental restrictions and predict what you think will happen?
(Students may choose format: cartoon strip or letter to the editor)
Instructions:
1.
2.
3.
4.
Divide the students into heterogeneous groups of 4-5.
Display the hook on board or transparency.
Quick discussion of the responses to the hook question.
Quick review of the objectives that have already been covered in order to prep for
today’s group discussion.
5. Pass out sheets of precut butcher paper and two colors of markers. One for goals &
one for conflicts.
6. Instruct the students to fold paper down middle of the paper in order to construct a
two-column sheet.
7. Instructor provides students with one example of a goal and a conflict in order to
ensure proper protocol.
8. Monitor student’s responses to the goals and conflicts. (Note: looking for key terms
or phases, conflict resolution, and goals)
9. See rubric for tiered sinker assessments
10. After completing a two column charts divide class into two teams & assign one half
of class to take on the perspective of the goals while the other side adapts the conflicts
perspective.
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11. Encourage students to share their responses with the class – debate is optional!
Please note: the sinker is to be completed AFTER the debate.
Goals
Conflicts
Anglo-Americans could buy land cheaper
on Spanish/Mexico territories.
Had to abide by the Spanish/Mexican
government rule.
Anglo-Americans wanted to bring slaves
from United States to farm the land
The Spanish/Mexican government did not
approve of slavery.
Anglo-Americans wanted to be treated like
United States citizens by the
Spanish/Mexican government.
The Spanish/Mexican government did not
approve of citizen’s behavior.
Anglo-Americans were loyal to their
beliefs of the American ideology
Spanish/Mexican government required
Anglo-Americans to pledge loyalty to them
Anglo-Americans were accustomed to
freedoms of religion
Spanish/Mexican government required
Anglo-Americans to be Catholic
Stephen F. Austin was a diplomat –
choosing to modify policies according to
the needs of the Spanish government with
those of all Texans
The Edwards brothers were totalitarian in
their policies disregarding the needs of
certain groups within Texas
Unit 3: Exploration and Colonization
Lesson 5: Anglo and Spanish Conflict
HOOK …………………………………………………………………………………………………………….. (10 Points) ____
-
Title written [2 pts]
Question written/answered [8 pts]
LINE ………………………(Butcher Paper Two – Column Notes)………………………. (40 Points)
____
-
Headings
Each column filled with accurate information
Correct Information drawn in ISN (after class debrief)
SINKER………………………………………………(50 Points) ____
-
Essay
-
-
Viewpoint Chosen & defended with at least 2 supporting details
Prediction included
5 sentence Minimum grammar/punctuation
Cartoon
Alief ISD 2006 Authors: Bryant/Chaney/ Harrison/ Morales/ Mitchell
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-
Conflicts and Prediction Illustrated
-
Colored with at least 3 colors
Titles/Captions/Labels
Total ______
Option
Two
Name_________________
Period ______
Two – Column Notes and Viewpoint Paragraph
CATEGORY
5
4
3
2
NOTES
Notes are recorded and
organized in an extremely
neat and orderly fashion.
Notes are recorded legibly
and are somewhat
organized.
Notes are recorded.
Notes are recorded only
with peer/teacher
assistance and reminders.
PARAGRAPH
CONSTRUCTION
All paragraphs include
introductory sentence,
explanations or details,
and concluding sentence.
Most paragraphs include
introductory sentence,
explanations or details,
and concluding sentence.
Paragraphs included
related information but
were typically not
constructed well.
Paragraphing structure
was not clear and
sentences were not
typically related within the
paragraphs.
VIEW
PRESENTED
AND DEFENDED
Viewpoint is clearly
chosen and defended with
several supporting details.
Viewpoint is clearly
chosen and defended with
1-2 supporting details.
Viewpoint is chosen but
supporting details are
inaccurate or unclear.
Viewpoint is unclear and
provides little or no
supporting details.
MECHANICS
No grammatical, spelling
or punctuation errors.
Almost no grammatical,
spelling or punctuation
errors
A few grammatical
spelling, or punctuation
errors.
Many grammatical,
spelling, or punctuation
errors.
Total Score ________ x 5 = _________ (Final Grade)
Option
Three
Two – Column Notes and Cartoon
CATEGORY
5
4
3
NOTES
Notes are recorded and
organized in an extremely
neat and orderly fashion.
Notes are recorded legibly
and are somewhat
organized.
Notes are recorded.
Notes are recorded only
with peer/teacher
assistance and reminders.
CONFLICTS
ILLUSTRATED
Illustrations exceptionally
reflect conflicts between
Anglo-Americans and the
Spanish government
All Illustrations accurately
reflect conflicts between
Anglo-Americans and the
Spanish government
Some illustrations
accurately reflect conflicts
between Anglo Americans
and the Spanish
government; others do not.
Illustrations do not
accurately reflect conflicts
between Anglo-Americans
and the Spanish
government.
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TITLE/
CAPTIONS
MECHANICS
Titles and Captions clearly
explain illustrations.
Titles and Captions
explain illustrations
satisfactorily.
Titles and Captions do not
thoroughly explain
illustrations.
Titles and Captions are
incorrect or incomplete.
No grammatical, spelling
or punctuation errors.
Almost no grammatical,
spelling or punctuation
errors
A few grammatical
spelling, or punctuation
errors.
Many grammatical,
spelling, or punctuation
errors.
Total Score ________ x 5 = _________ (Final Grade)
Class Discussion Grade
CATEGORY
4
3
2
1
Never is publicly critical of
the project or the work of
others. Always has a
positive attitude about the
task(s).
Rarely is publicly critical of
the project or the work of
others. Often has a positive
attitude about the task(s).
Occasionally is publicly
critical of the project or the
work of other members of
the group. Usually has a
positive attitude about the
task(s).
Consistently stays focused
on the task and what needs
to be done. Very selfdirected.
Focuses on the task and
what needs to be done most
of the time. Other group
members can count on this
person.
Focuses on the task and
what needs to be done some
Rarely focuses on the task
of the time. Other group
and what needs to be done.
members must sometimes
Lets others do the work.
nag, prod, and remind to
keep this person on-task.
WORKING WITH
OTHERS
Almost always listens to,
shares with, and supports the
efforts of others. Tries to
keep people working well
together.
Usually listens to, shares,
with, and supports the
efforts of others. Does not
cause "waves" in the group.
Often listens to, shares with,
and supports the efforts of
others, but sometimes is not
a good team member.
Rarely listens to, shares
with, and supports the
efforts of others. Often is no
a good team player.
CONTRIBUTIONS
Routinely provides useful
ideas when participating in
the group and in classroom
discussion. A definite leader
who contributes a lot of
effort.
Usually provides useful
ideas when participating in
the group and in classroom
discussion. A strong group
member who tries hard!
Sometimes provides useful
ideas when participating in
the group and in classroom
discussion. A satisfactory
group member who does
what is required.
Rarely provides useful ideas
when participating in the
group and in classroom
discussion. May refuse to
participate.
ATTITUDE
FOCUS ON THE
TASK
QUALITY OF
WORK
Provides work that
occasionally needs to be
Provides work of the highest
Provides high quality work. checked/redone by other
quality.
group members to ensure
quality.
Often is publicly critical of
the project or the work of
other members of the group
Often has a negative attitud
about the task(s).
Provides work that usually
needs to be checked/redone
by others to ensure quality.
Total Score ________ x 5 = _________
(Final Grade)
Tiered Sinker Expectations
Alief ISD 2006 Authors: Bryant/Chaney/ Harrison/ Morales/ Mitchell
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Low
Medium
High
1. Paragraph
- Include two details to support your
viewpoint
- Include a prediction about what will happen
between the Anglos and Spanish.
2. Cartoon
- Illustrate 2 Conflicts between AngloAmerican settlers in Texas and the
Spanish government.
- Include an illustration that predicts what
will happen between the Anglos and
Spanish.
1. Paragraph
- Include 3 details to support your viewpoint.
- Include a prediction about what will happen
between the Anglos and Spanish.
2. Cartoon
- Illustrate 3 Conflicts between AngloAmerican settlers in Texas and the
Spanish government.
- Include an illustration that predicts what
will happen between the Anglos and
Spanish.
1. Paragraph
- Include 4 details to support your viewpoint
- Include your viewpoint on the status of
Mexican-American relation today.
2. Cartoon
- Illustrate 4 Conflicts between AngloAmerican settlers in Texas and the
Spanish government.
- Include an illustration reflecting MexicanAmerican relations today.
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Alief ISD 2006 Authors: Bryant/Chaney/ Harrison/ Morales/ Mitchell
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