European Exploration and Settlement
Grade Level/ Course:
4th and 7th grade Texas History
Time Allotment: Three 55 minute class periods
Author: Tina Melcher, Social Studies Specialist ESC Region 13, Austin, TX
Contact Information: tina.melcher@esc13.txed.net
Enduring Understandings



Spain established colonies in the Southwest in search of wealth, to Christianize
the Native Americans, and to compete for power with France and England.
Rivalry between Spain and France over Texas led to the establishment of strong
Spanish presence in the area.
Spanish settlement of Texas left an enduring cultural legacy.
Concepts:

cultural diffusion, culture, legacy, competition, power, religion, colonization
Essential Questions


Why did the Spanish explore, colonize, and ultimately establish dominance in the
Southwest?
How did the exploration and colonization of Spain and France shape the history
and culture of Texas?
Social Studies TEKS
4.2 History. The student understands the causes and effects of European exploration and colonization of
Texas and the Western Hemisphere. The student is expected to: (C) explain when, where, and why the
Spanish established Catholic missions in Texas;
7.2 History. The student understands how individuals, events, and issues prior to the Texas Revolution
shaped the history of Texas. The student is expected to: (B) identify important individuals, events, and
issues related to European exploration and colonization of Texas, including the establishment of Catholic
missions
7.21 Social studies skills. The student applies critical-thinking skills to organize and use information
acquired from a variety of sources including electronic technology. The student is expected to:
(A) differentiate between, locate, and use primary and secondary sources such as computer software,
databases, media and news services, biographies, interviews, and artifacts to acquire information about
Texas
Spain Settles in Texas
TEKS: 4.2, 7.2
Objective: The student will explain when, where and why Spain explored and colonized
in Texas.
Anticipatory Set
1. Students will be organized in groups of 3-4 students
2. VISUAL: Mission San Francisco de la Espada in San Antonio - The Texas
Almanac 2006–2007. Students will use the print to discover clues about what
life was like in a Spanish mission. Give the students an ESPG Graphic
Organizer and the Almanac print. Have students make a list of clues that they
find in the painting that they think will answer the question-What was life like in
a Spanish mission in Texas? and have them categorize the clues on the
graphic organizer as either economic, social, political, or geographic and explain
why they think that. After the students have their list, they will pick two clues and
their explanation and place it on the classes ESPG Graphic Organizer. Then
have each group interpret their clues for the class.
Information Gathering
1. NOTECARDS: To acquire background knowledge about the history of Spanish
Exploration and Colonization, students will use their textbooks to complete the
Notecards: Spanish Exploration and Colonization.
2. DEBRIEF NOTECARDS: Have each student in the group take a Notecard and
move around the room sharing responses and checking their work with other
students. Then have them go back to their groups, share what they have learned
and record any new or more accurate information they have discovered.
3. REEXAMINE AND ANALYZE: Have the students revisit the print Mission San
Francisco de la Espada in San Antonio, ESPG Graphic Organizer and their
Notecards and answer the questions below. Post their answers on butcher
paper and hang them on the wall.
Inferring Life in a Spanish Mission
Why do you think the
Spanish will explore and
colonize in Texas?
What kind of relationship do
you think existed between
the Native Americans and the
Catholic priests?
How will life in a Spanish
Mission affect the culture of
Texas?
Processing Activity
To assess the students knowledge of European Exploration have them draw a
map of Spanish Colonization in Texas Between 1682-1718 using TODAL
(Title, Orientation, Date of Map, Author, Legend) and complete the statement
below .
The Spanish established Catholic missions in Texas because ___________.
Viva La France!
TEKS: 4.2, 7.2, 7.21
Objective: The student will explain how the French explored and colonized Texas and
then compare it to Spanish exploration and colonization.
Anticipatory Set
1. Divide the students into groups of 3-4 students.
2. VVWA GRAPHIC ORGANIZER: Have students complete a VVWA for the word
PRIMARY SOURCE.
(Verbal – Write Vocabulary Word)
(Visual – Draw a visual representation)
PRIMARY SOURCE
(Word – Write Definition)
Evidence produced by someone who
participated in an event or lived during
the time being studied
(Association – Describe and draw a
personal association, list an example or
characteristic)
3. DEBRIEF: Explain why journals are a primary source and valuable at
understanding what happened in the past. Journals are one way that historians
found out about French exploration in Texas. Henri Joutel was an eye witness to
the events that led to the colonization of Fort St. Louis and the death of LaSalle
and his journal was essential to knowing and understanding about these events.
The Texas Handbook Online - Henri Joutel.
4. READING ACTIVITY: Give each student a copy of the article “Europe’s First
Colony in Texas Unearthed” by Sylvia R. Longoria printed in the Corpus
Christi Caller-Times Sunday, February 13, 2000.
http://www.caller2.com/2000/february/13/today/sylvia_l/8592.html
Divide the article into 3-4 parts assigning each student a part to read. As they
read, have them answer this question “What types of primary sources have
historians used to explain the colonization of Texas by the French? by
listing or highlighting examples of primary sources that these archeologists found
in the excavation of this historic site.
Information Gathering
1. GALLERY WALK: After students are familiar with primary sources and their
importance in understanding the past, have students take a gallery walk. The
gallery walk will be selections from what LaSalle’s journal might have been
like if he had written one. Students will read each entry (Placards 1-5) and
take notes about his exploration and colonization of Texas.
2. FOLDABLE JOURNAL: Students will record their notes in their own journal.
They will take two pieces of notebook paper, lay them on each other, and fold
(Hamburger – Dinah Zikes) them to look like a book. The teacher will go to each
student and bound their book by stapling the edge. The student will then title the
foldable book LaSalle’s Travels and use the remaining 5 pages of the journal
to learn about French exploration. Each page should include the following
information.
LaSalle’s
Travels


Student Name
Period


Date of Entry
In 2-3 sentences,
rewrite entry in your
own words
List characteristics
similar to and
different from Spanish
exploration and
colonization
Visual
Processing Activity
After students finish their Journals, students will use it and the Spanish
Exploration and Colonization Notecards to complete a Venn Diagram comparing
and contrasting French and Spanish exploration and colonization in Texas.
French
Differences
Similarities
Spanish
Difference
MISSION LIFE – A FIRM HOLD ON TEXAS
TEKS 4.2, 7.2
Objective – The student will explain the impact of the establishment of Catholic missions
in Texas on Native Americans and the colonization of Texas.
Anticipatory Set
1. VISUAL: Mission Floor Plan-Mission San Jose, San Antonio, Texas.
Students will read the article The Missions of San Antonio. After they have
read the article, they will be given the floor plan of Mission San Jose and asked
to create four Cut Away Boxes to explain the different parts of the mission.
Cut Away Box – These are boxes attached to a specific area by an arrow on
a visual or map. The student will fill in the box with a fact about the area.
Information Gathering
2. SIMULATION: Explain to the students that they will be assuming the roles of
Native Americans living in a mission in early Texas. They will experience the
rigorous life of those who were forced to make a commitment to the Spanish way
of life, which included Catholicism.
3. Explain to the student that the classroom has been transformed into a mission
and divided into five stations: Spanish Translation, Dormitory, Workhouse,
Agriculture, and Chapel. As groups, they will rotate from station to station to
experience various aspects of life in a mission for a Native American.
4. They will journal their experience in the mission by completing the “Mission Life
Completion Card.”
 Station 1 – Spanish Translation: Natives were expected to learn how to
speak Spanish so the priests could communicate with them and teach
them the word of God. Students will copy Spanish words over and over to
experience learning the Spanish language.
 Station 2 - Dormitory: A dormitory is where Native Americans lived.
Many Natives ran away from the missions. Students will list reasons
Natives had for leaving a mission.
 Station 3 – Agriculture: Natives were expected to learn to farm to
provide food to eat and to sell for the Mission. Students will infer which
tribes of Native Americans might have a problem with this type of lifestyle.


Station 4 – The Workhouse: Besides farming, Natives were also taught
to make items used in a mission. At this station, students will draw one or
more of these items.
Station 5 – The Chapel: Students will sit quietly with their hands folded
and listen to Gregorian Chants. Catholic priests thought this would bring
Native Americans closer to God.
5. Once students understand what to do at each station, they must take their
“VOWS.” Explain that vows were promises that priests and missionaries made
to God in the presence of the Roman Catholic Church. Although priests took
many vows, they will only be asked to three vows.

Vow of Poverty
To symbolize this, have students place their backpacks, purses, etc and all other
“worldly goods” in a designated area of the classroom. Assure students that their
belongings will be returned to them at the conclusion of the activity.

Vow of Obedience
Students will fulfill the obligations of this vow by following all the directions given
by the priests (teachers) during the course of the activity. Refer to the Spanish
Mission Rules.
Vow of Silence
The vow of silence will be fulfilled by having students conduct the simulation in
total silence.
6. When you have completed explaining the three vows, administer them by having
students recite them after you, “I vow, for the duration of the entire activity, to
give up my personal possessions, to obey the rules of the ‘mission’, and to
maintain total silence.”
7. While doing this, maintain a serious, strict demeanor. Allow no talking among
students. It is important for students to get the impression that this is not a
frivolous activity, but instead a serious attempt to allow them to experience
aspects of life in a mission. Students may have difficulty maintaining their “Vow of
Silence” at first, so before you begin the “experience”, explain the Spanish
Mission Rules to the class.
8. The students may begin rotating through the stations. Priests (teachers) will lead
the student groups from one station to another spending approximately 3-5
minutes at each station while completing their “Mission Life” Completion Card.
Station 1 – Spanish Translation: Students will be given a list of Spanish
words that they have to write over and over till they move to the next station.
Station 2 - Dormitory: Students will lie still on their backs with their hands on
their stomach next to each other alternating head and feet. There should be
no talking and no moving.
Station 3 – Agriculture: The priests (teachers) will throw beans on the floor
and students will pick them up till they move to the next station.
Priest/teachers will constantly throw beans on the floor.
Station 4 – The Workhouse: Students will be given pictures of objects made
in the mission and they will draw them on paper.
Station 5 – The Chapel: Students will sit quietly with their hands folded and
listen to Gregorian Chants. Below is a suggested CD
The Mystery of Santo Domingo De Silos: Gregorian Chants from
Spain. [Audio-CD] 1994, Anonymous, Gregorian Chants, Spain.
Processing Activity
After the students have experienced each station and have returned from the
mission, have them sit in partners, discuss their experience using their “Mission
Life” Completion Card and then have them process the activity by completing the
“San Jose-San Antonio Graphic Organizer.”
ASSESSMENT – European Exploration and Colonization
1. The class will revisit the print - Mission San Francisco de la Espada in San
Antonio, ESPG Graphic Organizer and T-Chart if it is an accurate portrayal of
Mission Life in Texas.
Mission San Francisco de la Espada in San Antonio
Accurate
Not Accurate
2. The class will revisit the butcher paper activity “Inferring Life in a Spanish
Mission” and then correct and/or add information to it.
Life in a Spanish Mission
Why do you think the
Spanish will explore and
colonize in Texas?
What kind of relationship do
you think existed between
the Native Americans and the
Catholic priests?
How will life in a Spanish
Mission affect the culture of
Texas?
3. Students will create their own mural about European Exploration and
Colonization use their ESPG Graphic Organizer, Notecards, LaSalle’s
Travels, Spanish Mission Graphic Organizer and any other research you feel
necessary. Their mural must include:

Spelling, grammar, creativity 5pts

Original Title 5pts

A visual to represent European Exploration and Colonization and a
caption to explain the visual 10pt

A Map (TODAL) 10pts

A flowchart (4 boxes) explaining the cause and effect of European
exploration and colonization 20pts

Two facts about individuals, events, or issues related to European
Exploration and Colonization and a visual to go along with each one. 20
pts.

Two words that describe what you learned about European exploration
and colonization in Texas. 10 pts.

Finish the statement below and include a visual to explain it. 15 pts.
European exploration and colonization shaped present day
Texas by_________________.