FRAME THE LESSON
French Explorers
TEACHER: CLASS: 7 th Grade DATE:
September 21
M T W TH F
Student Expectations Bundled in Lesson
Noun=Underline Verb=Italicize
2B:
Objective/Key Understanding:

Discuss why the French waned to establish colonies in North America.

Describe why LaSalle built a fort in Texas.
 Identify why La Salle’s expedition led to conflicting territorial claims between France and Spain.
Introduce Vocabulary Activity (p. 85)
Northwest Passage mutiny
Informal Assessment Questions 1-5 (p. 89)

Contrast how early French interactions with Indians were different than those of Spain.

Why was finding the Northwest Passage so important to France?
 How was La Salle’s expedition impacted by unforeseen dangers?
 How might better geographical knowledge of the Americans have changed the results of La Salle’s expedition?

How was the colonial government in New Spain affected by news of the French explorer La Salle in its territory?
Stop & Check for Understanding—High Level Questions

Which parts of North America were first explored and settled by the French?
 What problems did La Salle’s expedition face before reaching Fort St. Louis?

What caused Spain to renew its interest in Texas?
Resources/Materials:
U.S. History Textbook
Colonization through
Reconstruction pp. (85-89)
Online Editable Presentation
(p. 85)
Start Up Activity: Predict
Outcomes (p. 85)
Reading and Note Taking
Study Guide (p. 85)
Analyze Images and Maps
(p. 85, 88)
Digital Activity: Sequence
Events
(p. 89)
Digital Lesson Quiz: (p. 89 )

Small Group Purposeful Talk Question Stems
French Explorers in North America (p. 86)

How did the French settlement differ from the Spanish settlements in Texas?

What factors led France to explore the Americas during the Age of Contact?

What territorial claims did LaSalle make in the Americas?

Why did this lead to conflict between France and Spain?
 What impact do you think LaSalle’s territorial claims would have on Texas history?
La Salle in Texas (p. 86-87)

Review the map, Fort St. Louis, TX, on page 88. Explain why LaSalle built Fort St. Louis in Texas.

Use absolute chronology to sequence significant events of La Salle’s life and voyages.

How do you think the Spanish reacted to Fort St. Louis? Why?

Critical Writing Prompt:
The Spanish React to the French in Texas (p. 88-89)

Cite evidence of what Spain learned as a result of the French presence at Fort St. Louis.
 Identify three effects of Franc’s territorial claims in Texas.
Online Resources, Analyzing Maps and Charts & Digital Activity
Online Editable presentation (p. 85)

Use the Online Editable presentation (p. 85) found on the digital course to present the main ideas for this lesson.
Start Up Activity: Predict Outcomes (p. 85)
Teachers may also project the Start Up Activity from the course. Project the Start Up Activity: Predict Outcomes (p. 85). Ask students to read the short bio and make a prediction.
 What effect do you think LaSalle’s actions would have had on Spanish officials in the viceroyalty of New Spain? Students will check their predictions at the end of the lesson.
Reading and Note Taking Study Guide (p. 85)

Teachers may also project the Start Up Activity from the course. Students are to read the text using the Reading and Note Taking Study Guide to help them take notes and understand as they read.
Analyze Images and Maps (p.85, 88)

(p. 85) Project the illustration of the French settlement of Port Royal from digital Text 1 and have students describe what they see. o How did the French settlement differ from the Spanish settlements in Texas? o What factors led France to explore the Americas during the Age of Contact?

(p. 88) Review the map on page 88. Which geographic features make the Fort Louise site favorable for settlement?
Digital Activity: Sequence Events (p. 89)
Project the Digital Activity: Sequence Events (p. 89). Have students fill in the flow chart with a key development or event, its dates, and its results. Have students share their flowcharts with a partner.

Identify the role of France and Spain during the Age of Contact in Texas history.

What major features characterized this era?

Discuss what effects the developments they outlined in their flowcharts will likely have on the age.
Digital Lesson Quiz: (p. 89)
Assign the Digital Lesson Quiz (p. 89). Pose these questions to the class: In French Explorers, you learned about the French explorer La Salle and the claims he staked in America. As a result of his explorations and claims, conflict arose between the French and Spanish.

Identify the causes and effects of conflicting territorial claims between France and Spain as a result of European exploration in Texas during the Age of Contact.

Do you think that Ft. St. Louis was a serious threat to Spain’s territorial claims to Texas? Provide evidence to explain your reasoning.

Engage ~Have students preview the lesson objectives and the list of key terms (p.32). Use the Editable Presentation found on the digital course to present the main ideas of the lesson (p. 32).
Complete the Start Up Activity on p 32. Project the Start Up Activity: Ask students to think what it might be like to live during a time when there were not grocery stores, highways, or computers. Have them think about how their interactions with the environment would be different and how they would meet basic needs.
Discuss how people today get the things they need as well as how they communicate and share information.
Tell students that in this lesson they will be learning about How European exploration of Texas led to conflicting territorial claims between France and
Spain.
Explore
Explain
~Divide the class into groups. Each group is to read a section and be prepared to discuss and share findings with the class.
French Explorers in North America (p. 86)
La Salle in Texas (p. 86-87)
The Spanish React to the French in Texas (p. 88-89)
Students are to read assigned sections and use the Note Taking Study Guide to help them take notes and understand the text as they read.
~ Tell students that in this lesson they will be learning about How European exploration of Texas led to conflicting territorial claims between France and
Spain.
French Explorers in North America (p. 86)

The French also claimed territory in North America. In the early 1800s they built settlements along the St. Lawrence River in preset-day Canada.
La Salle in Texas (p. 86-87)
La Salle set sail from France in 1684. He led a group of four ships and 280 people. Almost from the time it left port, however, the expedition faced problems.
The Spanish React to the French in Texas (p. 88-89)
La Salle’s murder and the raid on Fort St. Louis brought the French threat against the Spanish to a bloody end-at least for the time being. The
Elaborate
Spanish did not know that, however.
~Guided Reading and Discussion Questions

See Small Group Purposeful Talk Question Stems from the previous page for this portion of the lesson.
~Analyzing Maps and Charts & Digital Activity

See Online Resources from the previous page for this portion of the lesson.
Evaluate ~Assign the Digital Lesson Quiz for this lesson (p. 89).
Teachers can also opt to have students demonstrate mastery by responding to the following questions on paper:


Contrast how early French interactions with Indians were different than those of Spain.
Why was finding the Northwest Passage so important to France?

How was La Salle’s expedition impacted by unforeseen dangers?
 How might better geographical knowledge of the Americans have changed the results of La Salle’s expedition?

How was the colonial government in New Spain affected by news of the French explorer La Salle in its territory?

FRAME THE LESSON
TEKS Assessment and Practice
TEACHER: CLASS: 7 th Grade DATE:
September 22-23
M T W TH F
Resources/Materials:
U.S. History
Textbook
Colonization through
Reconstruction pp. 90-95

Students will answer questions about every TEKS on the Topic Review and Assessment pages 90-95.

FRAME THE LESSON
Spanish Rule in Texas
TEACHER: CLASS: 7 th Grade DATE:
September 24-25
M T W TH F
Student Expectations Bundled in Lesson
Noun=Underline Verb=Italicize
1A: identify the major eras in Texas history, describe their defining characteristics, and explain why historians divide the past into eras, including Natural
Texas and its People; Age of Contact; Spanish Colonial; Mexican National; Revolution and Republic; Early Statehood; Texas in the Civil War and
Reconstruction; Cotton, Cattle, and Railroads; Age of Oil; Texas in the Great Depression and World War II; Civil Rights and Conservatism; and
Contemporary Texas
1C: explain the significance of the following dates: 1519, mapping of the Texas coast and first mainland Spanish settlement; 1718, founding of San Antonio;
1821, independence from Spain; 1836, Texas independence; 1845, annexation; 1861, Civil War begins; 1876, adoption of current state constitution; and
1901, discovery of oil at Spindletop
2B: identify important individuals, events, and issues related to European exploration of Texas such as Alonso Álvarez de Pineda, Álvar Núñez Cabeza de
Vaca and his writings, the search for gold, and the conflicting territorial claims between France and Spain
2C: identify important events and issues related to European colonization of Texas, including the establishment of Catholic missions, towns, and ranches, and individuals such as Fray Damián Massanet, José de Escandón, Antonio Margil de Jesús, and Francisco Hidalgo
21A: differentiate between, locate, and use valid primary and secondary sources such as computer software, databases, media and news services, biographies, interviews, and artifacts to acquire information about Texas
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
21C: organize and interpret information from outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps
22A: use social studies terminology correctly
22D: create written, oral, and visual presentations of social studies information
Objective/Key Understanding:

Identify the importance the mission-presidio system had on the conflicting territorial claims between France and Spain.

Explain how Spanish missions and towns were established in Texas.

Describe the impact of Spanish colonization on American Indians

Identify important issues related to Spanish missions and ranches.

Identify reasons for the decline of the mission-presidio system.
Resources/Materials:
U.S. History Textbook
Colonization through
Reconstruction pp. (100-113)
Online Editable presentation (p. 100)
Start Up Activity: What
Makes a House a Home
(p. 100)
Reading and Note Taking
Study Guide (p. 100)
Interactive Map: French and Spanish Influence in
Texas (p. 101)
Analyze Illustrations,
Maps, Charts,
Information, Visuals
&Tables
(p. 100, 102, 105, 108,
109, 110, 111)
Digital Activity: Evaluate
Cause and Effect
(p. 113)
Digital Lesson Quiz:
(p. 113)

Introduce Vocabulary Activity (p. 100)
Mission
Francisco Hidalgo presidio friar catechism
Damian Massanet epidemic target
Antonio Margil de Jesus
Informal Assessment Questions 1-5 (p. 113)

What was the role of the presidio in the mission-presidio system?

How did Francis Hidalgo affect the settlement of Texas?

Why was the relationship between American Indians and Spanish missionaries complex?

What was the relationship between Spanish settlers and the Lipan Apaches?
 What was the result of Marques de Rubi’s report about conditions in Texas? cede
Jose de Escandon transform establish
Stop & Check for Understanding—High Level Questions
 Why was Alvarez de Pineda’s expedition important?

Why did Indians begin treating Cabeza de Vaca and his three companions as honored guests?

What was the main goal of Spanish explorers in and around Texas during the 1500s?

What was the Caddo civilization like before European contact?

Online Resources, Analyzing Maps and Charts & Digital Activity
Online Editable Presentation (p. 100)

Use the Editable Presentation found on the Digital Course to present the main ideas for this lesson
Start Up Activity: What Makes a House a Home (p. 100)
Project the Start Up Activity: What Makes a House a Home (p. 100).
Ask students to view the illustration as they enter the room.

What do you think American Indians would have thought about their new Texas neighbors

Do you think the American Indians and the new Texans would live in peace?
Reading and Note Taking Study Guide (p. 100)
Students can preview Key Terms and Academic Vocabulary using the Interactive Reading Notebook on the Digital Course or preview of the lesson in the Reading and Note taking
Study Guide
Analyze Illustrations (p. 100)
Review the illustration of the Spanish mission on page 101. One goal of Spanish missions like this one was to bring the Catholic faith to American Indians.

Describe the importance and goal of the mission-presidio system.

What details indicate that this was a permanent settlement?
Interactive Map: French and Spanish Influence in Texas (p. 101)
Project the Interactive Map: French and Spanish Influence in Texas (p. 101) . Select the squares to see the locations of French and Spanish claims, as well as the locations of Spanish missions. For each square, students will answer the following:

What impact did this have on the settling of America?

Why were the first missions built in East Texas?
Analyze Charts (p. 102)
Review the chart, The Causes and Effects of the Mission-Presidio System in Texas, on page 102.

How might changes caused by the mission- presidio system have affected Spanish-Indian relations?
Analyze Maps (p. 105)
Review the map, San Saba Mission, on page 105.

Based on the extent of Comanche territory in Texas and beyond, what might be deduced about their power and influence?
Analyze Charts (p. 108)
Review the chart, Daily Life of American Indians at a Mission, on page 108. Indians living in missions spent most of their time working. This consisted of farming and producing goods according to a daily schedule.

How did this like differ from traditional ways of life?
Analyze Visuals (p. 109)
Review the image on page 109.

Describe the activities being performed. How might these activities have benefited eh mission?
Analyze Tables (p. 110, 111)
Review the chart, Diseases Affecting American Indians, on page 110.

Why did these diseases likely easily spread so rapidly among American Indian populations?
Review the table, Selected Mission Closures in Texas, on page 111.

Based on this information, how likely was a Spanish mission in Texas to succeed in the 1600s and 1700s?

What problems did these missions face?
Digital Activity: Evaluate Cause and Effect (p. 113)
Project the Digital Activity: Evaluate Cause and Effect (p.113). Have students complete the graphic organizer.

Do you think that Spanish were justified in trying to establish the Catholic mission-presidio system in Texas?
Digital Lesson Quiz: (p. 113)
Assign the Digital Lesson Quiz (p. 113). Pose these questions to the class: In Spanish Rule in Texas, you read about how Spanish missionaries arrived in Texas to establish missions, where they lived and worked with American Indians in hopes of making them and Texas truly Spanish.

Is it possible for one culture to completely overtake the cultures of other peoples? Why or why not?

How do settlers from foreign land create lasting cultural influence within the regions they move to?
.

Small Group Purposeful Talk Question Stems
The Mission-Presidio System (p. 101-102)
 Why were the Spanish confident that in 10 years Texas would become “Spanish”?

Describe how the missions were supposed to change American Indians.

What does the mission system suggest about Spanish attitudes toward American Indians?

What problems might the mission-presidio system have on the relationship between American Indians and the Spanish in Texas?
Missions and Other Settlements in Texas (p. 102-107)

Why were the first missions built in East Texas?

Identify the important individuals related to European colonization of Texas, such as Fray Damian Massanet, Francisco Hidalgo, Antonio Margil de
Jesus and Jose de Escandon. For each, summarize the individual’s impact on the settling of Texas.

Identify the significance of the year 1718 in Texas history.

How did the war between Spain and France in Europe affect the settlement of Texas?

Why, in your opinion, was the establishment of ranches and towns important to European colonization of Texas?
Daily Life in a Mission (p. 107-110)

For American Indians, what were some of the benefits and drawbacks of mission life?

It was common for American Indians to spend part of the year in the mission and then to leave for part of the year. What does this suggest about
American Indian views of mission life?


The Spanish believed that they had a right to own the land in Texas. What does that say about their views concerning the American Indians?
The Spanish hoped the new settlements would attract other settlers and help establish a new way of life, but it rarely happened. Why?
Issues With the Mission-Presidio System (p. 110-111)

Consider the possibility of getting deadly illnesses from the Spanish, why might many American Indians still have lived within the missions?

Based on the information in the text, which characteristic of the Spanish colonial era presented the greatest issue facing the Spanish in Texas?

Wat was the impact of the Spanish officers not treating the soldiers fairly?

The army believed that it had to use force in dealing with the Indians. Friars, on the other hand, tended to use more peaceful means. How might these methods have affected the American Indians?
Decline and Legacy of the Missions (p. 112-113)

How did the closure of San Miguel de Linares de los Adaes differ from the closing of the other missions?

What led the Spanish to reassess the mission system in Texas and what was the result?

How would you characterize the goals and success of the mission effort in Texas?

Why did the Tejano culture spread throughout Texas as a result of the Spanish colonial era?

Why did Antonio Gil Ybarbo and the other settlers from the village of Los Adaes return to East Texas to rebuild the town of Nacogdoches?

Engage ~Have students preview the lesson objectives and the list of key terms (p.100). Use the Editable Presentation found on the digital course to present the main ideas of the lesson (p. 100).
Explore
Complete the Start Up Activity: What Makes a House a Home on p 100. Ask students to read the quote and answer the questions.

What do you think American Indians would have thought about their new Texas neighbors?

Do you think the American Indians and the new Texans would live in peace?
Tell students that in this lesson they will be learning the relationships between Spanish settlers, missionaries, and soldiers during the Spanish colonial era in Texas.
~Divide the class into groups. Each group is to read a section and be prepared to discuss and share findings with the class.

The Mission-Presidio System (p. 101-102)

Missions and Other Settlements in Texas (p. 102-107)

Daily Life in a Mission (p. 107-110)

Issues With the Mission-Presidio System (p. 110-111)

Decline and Legacy of the Missions (p. 112-113)
Students are to read assigned sections and use the Note Taking Study Guide to help them take notes and understand the text as they read.
Explain
Tell students that in this lesson they will be learning the relationships between Spanish settlers, missionaries, and soldiers during the Spanish colonial era in Texas.
The Mission-Presidio System (p. 101-102)

Although the Spanish did not find any French people living there, Fort St. Louis made them very nervous. The Spanish realized that they were not in control of
Texas. They were afraid that the French would also claim Texas as their territory. The competing territorial claims between France and Spain would become an important issue in East Texas. However, Spain had a settlement system that had helped them gain control in other parts of the New World. That system was the mission-presidio system. In order to govern Texas and defend their land claims, the Spanish brought this system to Texas.
Missions and Other Settlements in Texas (p. 102-107)

In the 1680s, the Spanish tried to settle Texas. In 1682, they built the mission of Corpus Christi de la Ysleta among the Tigua people near present –day El Paso.
About one year later Spain set up missions near present-day Presidio. However, there were no Spanish settlers in East Texas. La Salle’s arrival along the Gulf
Coast changed that. In response, the Spanish turned their mission efforts to East Texas.
Elaborate
Daily Life in a Mission (p. 107-110)

Missionaries had a complex view of American Indians. On the one hand, they felt some concern for the Indians. One missionary, Father Jose Francisco Lopez, wrote, “These missions are governed and administered in the style and fashion of a family, by a common father.” These words not only show that he, like many missionaries, regarded them as children who needed looking after. The Indians had different views.
Issues With the Mission-Presidio System (p. 110-111)

The Spanish missions faced many problems in Texas. These issues made it hard to convert the American Indians. The Spanish also found it hard to build new communities.
Decline and Legacy of the Missions (p. 112-113)

The Spanish had first built the mission-presidio system because of the threat from France. That threat disappeared in 1763. In that year, France lost the Seven
Years War against Great Britain. (In America, we know it as the French and Indian War.) Rather than let tis huge territory of Louisiana fall into British hands,
France decided to cede it to Spain. To cede means to formally give up ownership of something.
~Guided Reading and Discussion Questions

See Small Group Purposeful Talk Question Stems from the previous page for this portion of the lesson.
~Analyzing Maps and Charts & Digital Activity

See Online Resources from the previous page for this portion of the lesson.
Evaluate ~Assign the Digital Lesson Quiz for this lesson (p. 113).
Teachers can also opt to have students demonstrate mastery by responding to the following questions on paper:

What was the role of the presidio in the mission-presidio system?

How did Francis Hidalgo affect the settlement of Texas?

Why was the relationship between American Indians and Spanish missionaries complex?

What was the relationship between Spanish settlers and the Lipan Apaches?
 What was the result of Marques de Rubi’s report about conditions in Texas?