Grade 4 Social Studies
Unit 4
Title
Suggested Time Frame
Spanish Texas
2nd Six Weeks
14 Days
Big Ideas/Enduring Understandings
Guiding Questions
The Europeans exploration and colonization of had long term effects on
Texas.
Why did Europeans explore and colonize Texas?
What effects did exploration and colonization have on Texas?
TEKS
Readiness TEKS
2ABC
Supporting TEKS
2AC
8BC
19A
Vertical Alignment Expectations
*TEKS one level below*
*TEKS one level above*
SS TEKS Vertical Alignments
Sample Assessment Question
How did the explorers effect the native people of Texas?
Name the main explorers European explorers who staked claim in Texas.
What was the relationship between the explorers and the native Texans?
Explain the reasons for the coming of the explorers to Texas and the New World.
How did the explorers effect the geography of Texas?
CISD 2016, Updated 4/5/16
Process Skills
6AB, 7AB,21ABCDE,22ABCDE,23AB
The resources included here provide teaching examples and/or meaningful learning experiences to address the District Curriculum. In order to address the TEKS to
the proper depth and complexity, teachers are encouraged to use resources to the degree that they are congruent with the TEKS and research-based best practices.
Teaching using only the suggested resources does not guarantee student mastery of all standards. Teachers must use professional judgment to select among these
and/or other resources to teach the district curriculum. Some resources are protected by copyright. A username and password is required to view the copyrighted
material.
Ongoing TEKS
(16) Citizenship. The student understands important customs, symbols, and celebrations of Texas. The student is expected to:
(A) explain the meaning of various patriotic symbols and landmarks of Texas, including the six flags that flew over Texas, the San Jacinto
Monument, the Alamo, and various missions;
Knowledge and
Skills with Student
Expectations
(2) History.
The student
understands
the causes and
effects of
European
exploration
and
colonization of
Texas and
North
America. The
student is
expected to:
(A) summariz
e motivations
District Specificity/
Examples
Bloom’s level:
Understanding
The Spanish​:
Spanish Reasons for
Exploration:
● GOD - to establish
and spread the
influence of the
Catholic Church.
(Religion)
● GOLD - to make
money for Spain and
for the individual
conquistadors and
explorers. (Wealth)
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Vocabulary
Summarize
Motivations
Exploration
Explorers
Settlement
Economic
opportunity
Competition
Expansion
Instructional
Strategies
Class research and
chart the events of
European
exploration of
Texas
Suggested Resources
Resources listed and categorized to indicate suggested uses.
Any additional resources must be aligned with the TEKS.
Pearson text/Online
Social Studies Text TE pgs 136a - 151. Student pgs 136 - 151.
Children’s Literature
​ Pedro's Journal: A Voyage with Christopher Columbus by Pam
Conrad. Boyds Mills, 1991.
​ The Very First Thanksgiving, Pioneers on the Rio Grande by
Bea Bragg. Harbinger House, 1989.
Around the World in a Hundred Years: From Henry the
Navigator to Magellan by Jean Fritz. Putnam, 1994.
​
​
Shipwrecked on Padre Island by Isabel Marvin. Hendrick,
1993.
for European
exploration
and settlement
of Texas,
including
economic
opportunity,
competition,
and the desire
for expansion;
(supporting)
●
GLORY- to gain
fame, power, and
colonies (land) for
Spain and for
​
individual
conquistadors.
(Power)
​
Spanish Explorers:
● Christopher
Columbus (Cristobal
Colón) sailed from
Spain in 1492 and
landed in the
Caribbean, beginning
Spanish control of the
West Indies, Mexico,
Central and South
America, and Texas.
● Cabeza de Vaca was
a Spaniard who
shipwrecked near
Galveston Island in
1528 and was
captured and
enslaved by the
Natives in Texas.
Later he became a
trader and medicine
man. He spent six
years (1528 - 1534)
living and trading
with Natives in Texas
and kept notes and a
journal that is the first
known record
describing the
Natives and plants in
Texas. He returned to
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​
Discovery of the Americas by Betsy and Giulio Maestro.
Lothrop, Lee, and Shepard Books, 1990.
Explorers in Early Texas by Betsy Warren. Hendrick-Long,
1992.
Texas Days of Glory by Pat Boyette. Eakin Press, 1998. This
book uses a large picture, comic book format too trace Texas
history from the arrival of the Spanish through the Texas
Revolution.
Activities
Introduce this objective to students by asking:
What reasons would you have to do something exciting, but that
might be dangerous?
Possible answers might be:
● It would be fun.
● I might get rich.
● I would get my name in the newspaper.
● People would know who I was.
● I might be the first person ever to do that.
Help students realize that explorers 500 years ago did things for
the same reasons.
There were three important countries in Europe that sent
explorers to the North America:
● Spain
● France
● England
●
●
●
These countries all had the same reasons for
exploration, although they expressed them differently.
They were:
A desire for power.
A desire for wealth.
Spanish settlements
in Mexico.
● Francisco Coronado
led an expedition
from Mexico into
what are now the
states of Texas, New
Mexico, Arizona,
Oklahoma, and
Kansas. This was in
1540 - 1542. He was
looking for gold and
riches including
following the stories
of cities made of
gold, ​The Seven
Cities of Cíbola, and
a rich area with gold
called ​Gran Quivera.
He never found gold
but he did open this
area to Spanish
settlement and
claimed the land for
Spain. He is the first
European to write
about such natural
wonders as the Grand
Canyon.
Areas of Settlement:
● The Caribbean
islands were settled
first;
● In 1519 Cortez
conquered Mexico
and claimed all of
that land for Spain;
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●
Religious reasons.
Note: The TEKS specify certain explorers that students must
know. These are included in the Content Specifications. Your
study of this time period may include other important explorers
The French flag is one of the Six Flags of Texas because of
LaSalle's claim on Texas.
The French flag is one of the Six Flags of Texas because of
LaSalle's claim on Texas
The French set up trading posts and adapted to the Native
American way of life. The Spanish came to conquer the Natives
and force them to change their lifestyle to match European ways
of doing things.
Quebec, Canada; St. Louis, Missouri; New Orleans, Louisiana
were all originally French trading cities. The French and the
Spanish both had control of New Orleans at one time in history.
Students will learn about the English explorers and colonies in
more detail in fifth grade and again in eighth grade.
The English, unlike the Spanish and French, often sent families
to colonize. One example of this is Plymouth (Plimouth)
colony. The Spanish and French sent soldiers, priests, and
other males to begin colonization and only sent women and
families after the colonies were well-establishedHave the
students complete a chart in which they summarize the
three major countries that explored and colonized the
Americas (Spain, France, England); the reasons for their
exploration and settlement; and the areas explored and
settled.
●
From Mexico, the
Spanish explored and
claimed Central and
South America
(except Brazil);
Florida and the Gulf
Coast, Texas and the
southwest United
States all the way to
California.
French Reasons for
Exploration
● Power - they were
trying to find a water
route to the Orient
(Asia) and claim land
for France;
● Wealth - they were
looking for gold and
spices; they found
animal furs (mink,
beaver)
● Religion - they
wanted to convert
natives to the
Catholic religion and
sent priests with
explorers;
French Explorers
Rene Robert Cavalier Sieur
de la Salle - In 1662 La
Salle sailed down the
Mississippi River from
Canada and claimed
Louisiana for France. He
set up a trading monopoly
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●
●
●
Ask students to create a poster advertising Spanish,
French, or English land in the Americas and reasons
why settlers/explorers would want to come to this land.
Divide students into groups and ask each group to
research and report on individuals or events (such as
the founding of Jamestown or Plymouth Colony) that
were important in European settlement of the
Americas.
Have students assume the role of a Spanish, French, or
English explorer or settler and tell about their feelings
and impressions of this "New World'.
Websites
Lessons
there and returned to
France. In 1664, on a
voyage, he missed the
mouth of the Mississippi
River and landed at
Matagorda Bay in Texas.
He claimed land in Texas
for France and built Fort
St. Louis. His own men
probably killed him in
1687.
French Areas of Settlement
for comparison only:
The French settled in the
north along the St.
Lawrence River, along
the Mississippi River, and
in Louisiana (which was
much bigger then).
English Reasons for
Exploration
● Power - to get more
land and power for
England, which
needed room to
expand and resources
(raw materials) for
industry.
● Wealth - although
they first came
looking for gold, they
found wealth in crops
such as tobacco,
cotton and indigo and
in natural resources
such as timber.
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●
Religion - Great
Britain used the new
land in the Americas
to allow religious
"rebels" to leave
England and worship
as they chose.
Areas of Settlement for
comparison only:
● Jamestown - 1607 - It
was the first
permanent English
settlement in the New
World. Begun by a
group of adventurers
and fortune seekers in
what became
Virginia,
● Plymouth Colony 1620 - The Pilgrims,
a group of people
seeking freedom to
worship in their own
way, sailed on a ship
called the Mayflower
and settled in
Massachusetts Bay
Colony.
● The Thirteen Original
Colonies - Began
with the Virginia
colony in 1607.
These English
colonies on the east
coast of North
America eventually
became the original
thirteen U.S. states
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after the American
Revolution.
(2) History.
The student
understands
the causes and
effects of
European
exploration
and
colonization of
Texas and
North
America. The
student is
expected to:
(B) identify the
accomplishments
and explain the
impact of
significant
explorers, including
Cabeza de Vaca;
Francisco
Coronado; and
René Robert
Cavelier, Sieur de la
Salle, on the
settlement of Texas;
(readiness)
Bloom’s level:
Understanding
Alvar Nunez ​Cabeza de Vaca
treasurer on the ill fated
Naraez expedition who was
accidentally shipwrecked on
the coast of Texas . He
became the accidental first
European explorer of Texas.
Francisco Vazquez de
Coronado​ explored the Texas
Panhandle in his search for
treasure in the mythical city
of Quiviera
Rene Robert Cavelier , Sieur
de la Salle​ the French
explorer who established the
first French settlement in
Texas.
Identify
Explain
Accomplishments
Impact
Explorers
Cabeza de Vaca
Francisco
Coronado
René Robert
Cavelier Sieur de
la Sa
Settlement
Class Discussion on
the challenges faced
by each explorer
and draw
conclusions on why
these men were
willing to face such
challenges.
Children’s Literature
Activities
Primary Sources
Websites
Websites:
http://www.enchantedlearning.com/explorers/page/d/devaca
.shtml
http://www.tshaonline.org/handbook/online/articles/uzeuj
http://www.tpwd.state.tx.us/learning/webcasts/texas/lasalle.
phtml
http://www.pbs.org/conquistadors/
http://www.lib.utexas.edu/maps/national_parks/coronado_e
xpedition.jpg
http://www.teacheroz.com/Texas_History.htm
Lessons
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The Arts in History
(2) History.
The student
understands
the causes and
effects of
European
exploration
and
colonization of
Texas and
North
America. The
student is
expected to:
(C) explain
when, where,
and why the
Spanish
established
settlements and
Catholic
missions in
Texas as well
as important
individuals
such as José de
Escandón;
(supporting)
Bloom’s Level:
Understanding
Why?
A mission was (is) a church
built in a new area.
● Spanish priests,
called friars, came to
the frontier to work
with the Native
Americans, to teach
them about the
Catholic Church, and
to have them work on
the mission grounds
farming and helping
priests.
● The Spanish believed
that the Native
Americans had to
change their lifestyle
and religion to be
"saved" and to
become Catholic.
● ​The purpose of the
missions was to
convert the Native
Americans to the
Catholic religion.
When? / Where?
● The Spanish began
establishing missions
almost as soon as
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Explain
Settlements
Missions
Use pictures and
maps to provide
visual
representations so
that students can
describe the
environment of
each of the regions
in which the various
Texas Indian groups
lived.
Children’s Literature
Activities
Acquaint students with the Spanish method of settlement:
Purpose To conquer (and often enslave) native peoples and
to gain political and economic power for Spain and
her representatives.
To convert natives to the Catholic Church.
Note to the Teacher:
Spanish settlement in Nueva España (including Texas) was a
male dominated process. It did not often include families.
Have students write an editorial in which they defend or deny
the need for the Spanish missions in Texas.
Have students pretend that they are a Native American who has
been brought to one of the missions in San Antonio to be
converted and "helped". Ask the student to write about their
impressions of the Spanish.
Primary Sources
Websites
http://www.georgetownisd.org/ccorner/socstudies/4th.asp
http://www.lsjunction.com/facts/missions.htm
●
●
●
they began exploring
in a place.
The first mission in
Texas was built in
East Texas in 1690.
Other missions were
built in this area,
largely to keep the
French from taking
over in East Texas.
In 1718, the Spanish
began building
missions in central
Texas. A town grew
there near some of
the missions called
Bexar (later San
Antonio) and one of
the missions, San
Antonio de Bexar the Alamo, would
later become famous
in the Texas
Revolution.
The missions in East
Texas died out, but
the ones near Bexar
thrived. These
missions were very
large and were built
to look like churches
in Spain. Some are
still being used today.
How? Spanish settlement
patterns in Texas:
● Establish a mission
(priests);
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http://www.tpwd.state.tx.us/learning/webcasts/texas/spanish_mi
ssions.phtml
http://www.texasalmanac.com/topics/history/spanish-missions-t
exas
http://www.nps.gov/nr/twhp/wwwlps/lessons/2sanantonio/2sana
ntonio.htm
http://www.texasbeyondhistory.net/dolores/index.html
http://www.texasbeyondhistory.net/espiritu/index.html
http://www.texasbeyondhistory.net/sansaba/index.html
http://www.texasbeyondhistory.net/paso/index.html
Maps
The Arts in History
Background/ Extra information
●
●
●
Build a presidio (fort)
to protect the
missions (which
brought Spanish
soldiers to the area);
Establish Towns that
grew as places for
soldiers and
eventually family
members and some
merchants;
Give generous Land
Grants (haciendas)
for ranchers and
farmers.
This is a new objective in
fourth grade and provides
foundation knowledge for
Grade 7.
(8) ​Geography. The
student understands
the location and
patterns of
settlement and the
geographic factors
that influence where
people live. The
student is expected
to:
Bloom’s Level:
Understanding
(B)* describe and
explain the location
and distribution of
various towns and
cities in Texas, past
and present
CISD 2016, Updated 4/5/16
Describe
Explain
Population
distribution
Settlement patterns
Towns
cities
Show students how
to conduct an
internet search for
population
distribution maps.
Use maps to show
how population
distributions have
changed over time.
Children’s Literature
Activities
Primary Sources
Websites
(Supporting)
Maps
The Arts in History
Background/ Extra information
(8) ​Geography. The
student understands
the location and
patterns of
settlement and the
geographic factors
that influence where
people live. The
student is expected
to:
(C)* explain the
geographic factors
such as landforms
and climate that
influence patterns
of settlement and
the distribution of
population in
Texas, past and
present
(supporting)
(19) Culture. The
student understands
the contributions of
people of various
racial, ethnic, and
religious groups to
Bloom’s Level:
Understanding
Explain
Influence
Settlement
Geographic factors
Landforms
Climate
Settlement patterns
Population
distribution
patterns
Bloom’s Level:
Remembering
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Identify
Culture
Similarities
Differences
Racial groups
Use population
distribution maps
and physical maps
of Texas to have
students compare
both maps to make
inferences and draw
conclusions
regarding
relationship
between physical
geographic factors
and population
distributions.
Have students
create their own
racial, ethnic,
religious profile.
Write
characteristics of
themselves,
Children’s Literature
Activities
Primary Sources
Websites
Children’s Literature
Activities
Texas. The student
is expected to:
Ethnic groups
Religious groups
(A) identify the
similarities and
differences among
various racial,
ethnic, and religious
groups in Texas;
celebrations with
family/friends. Pair
share, volunteer to
share with class.
Primary Sources
Websites
Maps
(Supporting)
The Arts in History
Background/ Extra information
(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:
Bloom’s Level:
Process
Children’s Literature
On going
(B) analyze
information by
sequencing,
categorizing,
identifying
CISD 2016, Updated 4/5/16
Activities
Primary Sources
Websites
Maps
cause-and-effect
relationships,
comparing,
contrasting, finding
the main idea,
summarizing,
making
generalizations and
predictions, and
drawing inferences
and conclusions;
The Arts in History
Background/ Extra information
(​C) organize and
interpret
information in
outlines, reports,
databases, and
visuals, including
graphs, charts,
timelines, and
maps;
(22) Social studies
skills. The student
communicates in
written, oral, and
visual forms. The
student is expected
to:
Bloom’s Level:
Process
On going
(A) use social
studies terminology
correctly;
CISD 2016, Updated 4/5/16
Children’s Literature
Background/ Extra information
(B) incorporate
main and
supporting ideas in
verbal and written
communication;
(D) create written
and visual material
such as journal
entries, reports,
graphic organizers,
outlines, and
bibliographies; and
(E) use standard
grammar, spelling,
sentence structure,
and punctuation.
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