Daily Lesson Plan- Day 3
Subject/Grade: 7th TX
History
Date: Day Three
TEKS:
TAKS:
Topic: Spanish and French Exploration, early settlement,
Missions
Guiding Question: How did the early exploration of Texas as
well as the mission period provide Spain with a stronger hold
on Texas?
7.1 (B) Apply absolute and relative chronology through the
sequencing of significant individuals, events, and time
periods.
7.1 (C) Explain the significance of the following dates: 1519,
1718, and 1821
7.2 (B) Identify important individuals, events, and issues
related to European exploration and colonization in Texas,
including the establishment of Catholic missions
7.2 (F) contrast Spanish and Anglo purposes for and methods
of settlement in Texas.
7.9 (B) Compare places and regions of Texas in terms of
physical and human characteristics.
7.19 (C) Identify examples of Spanish influence on place
names and vocabulary in Texas
7.21 (B) Analyze information by sequencing, categorizing,
comparing, contrasting, and summarizing.
7.22 (A) Use social studies terminology correctly.
7.22 (B) Use standard grammar, spelling, sentence structure,
and punctuation.
Obj. 1 The student will demonstrate an understanding of
issues and events in U.S. history.
(8.1) History: The student understands traditional historical
points of reference in U.S. history through 1877.
(8.2) History: The student understands the cause of
exploration and colonization eras.
Obj. 2 The student will demonstrate an understanding of
geographic influences on historical issues and events.
(8.6) History: The student understands westward expansion
and its effects on the political, economic, and social
development of the nation.
Obj. 3 The student will demonstrate an understanding of
economic and social influences on historical issues and
events.
(8.24) Culture: The student understands the relationships
between and among people from various groups, including
racial, ethnic, and religious groups, during the 17th, 18th, and
19th centuries.
Obj. 5 The student will use critical thinking skills to analyze
social studies information.
(8.30) Social Studies skills: The student applies critical-
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Daily Lesson Plan- Day 3
Materials/ Resources
Needed:
Vocabulary:
Warm Up Activity:
Approximate time needed:
(10-15 min.)
Step by Step
Procedure:
Approximate time:
thinking skills to organize and use information acquired from
a variety of sources including electronic technology.
Texas and Texans textbook, settlement chart, electronic
websites such as The Handbook of Texas Online
(http://www.tsha.utexas.edu/handbook/online), other
reference materials, butcher paper, markers
Conquistador, presidio, friar, mission
Warm-Up #3- have students complete without notes then
grade for accuracy or go over as a class
[15 min.]
1. Introduce the lesson using the transparency from the Austin
Chronicle showing Columbus’ arrival. Review with the
students about “Gold, God and Glory” and discuss how this
transparency illustrates the three “G”s.
[15 min.]
2. United Streaming- “The Conquest of the Americas- Cortez
and the Quest for Glory clip”
[8 min.]
4. Students complete Early Explorers of Texas Chart or make
a foldable flip chart.
[1 hour]
5. Students complete the European Explorer Map by marking
and color coding the routes, giving the dates of the
expeditions, labeling key cities and coloring the map neatly.
[1 hour]
OPTION: Movie Poster Activity on one of the explorers
[1 hour]
6. United Streaming- “Living History: Living in Spanish
Colonial America” and answer the true/false questions that
go with it. The video is on a mission in California but all
of the information shared can be related to Texas missions.
You can use the handouts on vocabulary and costumes to
extend or elaborate.
[22 min.]
OR “Colonizing the American West: Spanish Missions” Clip
[9 min.]
7. Students read the handout “The Spanish Mission System”
and complete the questions to go with it.
[30 min.]
OPTION: complete the crossword puzzle as well.
8. Read the article “Life In New Spain and complete the floor
plan activity that goes with it
[30 min]
9. Complete the Mission Doors activity by choosing the
perspective of one of the following: priest, Native
American, or soldier.
[45 min]
10. Do Mission Floor plan Worksheet (either label the
completed one or have students follow directions to draw their
own floor plan).
[30 min.]
OPTION: Include the reading on missions in the San
Antonio area.
[15 min]
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Daily Lesson Plan- Day 3
. OPTION: Mission Life Play
Activity / Product or
Worksheet Title
Type of Instruction
(individual, group, etc.)
[20 min.]
Assessment Type
( ex. Product, Grade,
Summary)
Warm-Up #3
Individual/ whole class
Grade or participation
Video clip- Conquest of
the Americas
Whole class
Participation
Explorer Chart/foldable
individual
grade on completed chart
Explorer Map
individual or pairs
product grade
Spanish Mission System
Reading
as a class/ individual/ pairs
grade on questions and /or
crossword puzzle
Life in Spanish Colonial
America Video
whole class
grade true / false quiz
Movie Poster (OPTION)
as a class/ individual/ pairs
product grade
Life in New Spain
Reading
individual/pair
grade floor plan and question
sheet
Mission Life Play
(OPTIONAL)
whole class
no assessment
Mission Doors Activity
whole class
written composition grade
Mission Floor Plan
whole class
completion grade
OPTION Article on San
Antonio Missions
individual/whole class
no assessment
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Daily Lesson Plan- Day 3
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