TEACHER:
CLASS: 7th Grade
DATE: September 28-29
M T W TH F
FRAME THE LESSON
Spanish Rule in Texas
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
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)
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.
Introduce Vocabulary Activity (p. 100)
Mission
Francisco Hidalgo
Antonio Margil de Jesus
presidio
friar
catechism
Damian Massanet
epidemic
target
cede
Jose de Escandon
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?
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?
transform
establish
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).
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?
Explore
Explain
Elaborate
Evaluate
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.
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.
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.
~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?
TEACHER:
CLASS: 7th Grade
DATE: September 30-October 1
M T W TH F
FRAME THE LESSON
Turmoil in Texas
Student Expectations Bundled in Lesson
Noun=Underline
Verb=Italicize
2D: identify the individuals, issues, and events related to Mexico becoming an independent nation and its impact on Texas,
including Texas involvement in the fight for independence, José Gutiérrez de Lara, the Battle of Medina, the Mexican federal
Constitution of 1824, the merger of Texas and Coahuila as a state, the State Colonization Law of 1825, and slavery
Resources/Materials:
U.S. History Textbook
Colonization through
Reconstruction
pp. (114-122)
Online Editable
presentation (p. 114)
Start Up Activity: The
Cry of Delores (p. 114)
Reading and Note Taking
Study Guide (p. 114)
Analyze Maps
Information
(p. 115, 116, 117, 118,
120, 121)
Interactive Chart:
Proposed Texas
Constitution of 1813 (p.
119)
Digital Activity: Turmoil
in Texas
(p. 122)
Digital Lesson Quiz:
(p. 122)
Objective/Key Understanding:




Describe why Spanish colonial control was weak in Texas in the early 1800s.
Identify the filibusters in Texas and the impact they had on Texans’ dive for independence.
Explain the issues that caused people in Mexico to rebel against Spanish rule.
Describe the impact individuals, including Jose Guiterrez de Lara, had on Mexico becoming an independent nation.
Introduce Vocabulary Activity (p. 114)
Factor
Philip Nolan
James Wilkinson
Neutral Ground Agreement
Miguel Hidalgo y Costilla
Jose Bernardo Guiterrez de Lara
filibuster
James Long
Battle of Medina
benefit
eventually
class
pirate
peninsulas
Informal Assessment Questions 1-5 (p. 122)





How did the United States become a potential threat to Spanish control of its colonies?
Why did filibusters fight against Spanish rule in Texas?
Why was the Neutral Ground Agreement established?
How did class play a role in the developing unrest in Mexico?
Why was the Battle of Medina significant?
Stop & Check for Understanding—High Level Questions




Why did the rebellion in Mexico threaten Spain’s control over Texas?
How did outlaws use the Neutral Ground Agreement to create instability in Texas?
Why would American Indians and mestizos in Mexico support Miguel Hidalgo y Costilla’s message?
How did filibusters agree and disagree with regards to Texas independence?
criollos
mestizos
Small Group Purposeful Talk Question Stems
Many Groups Claim Texas (p. 115)
 Have students study the infographic “The Louisiana Purchas” (p. 116).
 Describe the events leading to the Louisiana Purchase.
 How did the Louisiana Purchase increase U.S. interest in Texas?
 What do the continued conflicts between the Spanish and the Comanche suggest about the Comanche people?
 Why did the revolt in Mexico weaken Spanish rule in Texas?
The Filibusters (p. 116-118)
 How did General James Wilkinson take advantage of Spanish weaknesses in Texas?
 Manu of the filibusters were welcomed by settlers living there-including many American Indians. What do this suggest about the setters’ view of Spanish
colonial rule in Texas?
 Discuss how filibusters, men such as Peter Ellis Bean, Philip Nolan, and General James Wilkinson, influenced Texans’ drive for independence.
 Were filibuster like Peter Ellis Bean and Philip Nolan simply business men looking to earn a living or were they common outlaws?
 There are arguments for both viewpoints about Peter Ellis Bean and Philip Nolan. Tell which argument you find more convincing and why. Support your answer
with evidence.
 In your opinion, why did the Spanish kill Phillip Nolan?
Turmoil and Revolt in Mexico (p. 118-119)
 Have students study the chart, “Social Divisions in Spain” (p. 118). Review the terms peninsulares, criollos, mestizos, and indios. Challenge student groups to
describe what life was like for each group.
 Considering the weakening of Spanish control in New Spain and the increasing numbers of criollos and mestizos, will the peninsulares be able to remain in
power? Explain.
 What impact did the wars in Europe have on Spain?
 What impact did Hidalgo have on the rise of independence movement in Texas?
 Why might many criollos have refused to support Miguel Hidalgo y Costilla’s revolt?
Filibusters take Action (p. 119-122)
 Summarize the role Jose Bernardo Gutierrez de Lara played in Mexico becoming an independent nation and his impact on Texas.
 How did the visions of the future of Texas differ for Jose Bernardo Gutierrez de Lara and Samuel Kemper?
 Evaluate the impact of the Battle of Medina on Mexico becoming an independent nation and on Texas.
Online Resources, Analyzing Maps and Charts & Digital Activity
Online Editable Presentation (p. 114)

Use the Editable Presentation found on the Digital Course to present the main ideas for this lesson
Start Up Activity: The Cry of Delores (p. 114)
Project the Start Up Activity: The Cry of Delores (p. 114). As students enter and get settled, direct their attention to the quote and ask them to spend five minutes working with a partner to answer the
questions.

Why do you think Hidalgo was interested in stirring up the lower classes in New Spain?

Do you think Hidalgo’s plan will be successful? Explain.
Reading and Note Taking Study Guide (p. 114)
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 Maps (p. 115)
Review the map on page 115.

Based on this map, which two nations were most likely to try to claim Mexico?
Analyze Information (p. 116)
Review the table, The Louisiana Purchase, on page 116.

Why was the Louisiana Purchase a turning point in the development of Texas?
Analyze Maps (p. 116)
Review the map on page 116.

What geographic features of the land chosen work well as a neutral zone?
Analyze Information (p. 118)
Review the table, Social Divisions in New Spain, on page 118.

Which group of power had the most influence in New Spain?

Which group had the least?
Interactive Chart: Proposed Texas Constitution of 1813 (p. 119)
Project the Interactive Chart: Proposed Texas Constitution of 1813 (p. 119). Provide time for students to view the information and answer the question to complete the graphic organizer.

Summarize the role Jose Bernardo Gutierrez de Lara played in Mexico becoming and independent nation and his impact on Texas.
Analyze Maps (p. 120)
Review the map on page 120.

What advantage did sea travel offer armies such as the one led by Dr. James Long?
Analyze Maps (p. 121)
Review the map on page 121.

Which modern Texas border did the Adams-Onis Treaty line set?
Digital Activity: Turmoil in Texas (p. 122)
Project the Digital Activity: Turmoil in Texas (p. 122). Have students use the Think-Pair-Share Strategy to answer the questions.

Do you think Hidalgo was justified in calling for the lower classes in Mexico to rebel against the Spanish? Why?
Digital Lesson Quiz: (p. 122)
Assign the Digital Lesson Quiz (p. 122). Pose these questions to the class: In Turmoil (Unrest) in Texas, you read about the many threats to Spain’s control over its colonies in New Spain, including
Texas. Rebellions sprang up across New Spain in the 1800s and 1810. Why they did not succeed, their push for change contributed to Mexico’s later independence from Spain.

Why do you think so many people joined rebellions or worked to get rid of the Spanish government in New Spain?

What are the greatest threats colonial powers like Spain must deal with when ruling aa distant territory?
.
Engage
~Have students preview the lesson objectives and the list of key terms (p.114). Use the Editable Presentation found on the digital course to present the main ideas of the
lesson (p. 114).
Project the Start Up Activity: The Cry of Delores (p. 114). As students enter and get settled, direct their attention to the quote and ask them to spend five minutes working with a partner to
answer the questions.

Why do you think Hidalgo was interested in stirring up the lower classes in New Spain?

Do you think Hidalgo’s plan will be successful? Explain.
Explore
Explain
Tell students that in this lesson they will be learning how the people from Mexico and the United States-called filibusters- and others created independence movements
in Mexico and Texas to overthrow the Spanish. Their actions helped end the Spanish colonial era and begin the Mexican national era.
~Divide the class into groups. Each group is to read a section and be prepared to discuss and share findings with the class.
 Many Groups Claim Texas (p. 115)
 The Filibusters (p. 116-118)
 Turmoil and Revolt in Mexico (p. 118-119)
 Filibusters take Action (p. 119-122)
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 how the people from Mexico and the United States-called filibusters- and others created independence movements
in Mexico and Texas to overthrow the Spanish. Their actions helped end the Spanish colonial era and begin the Mexican national era.
Many Groups Claim Texas (p. 115)
 The Comanches moved into Texas from the north during the early 1700s. they came into contact with the Spanish and their sometime allies the Lipan Apaches
around 1743. French traders in Louisiana supplied the Comanches with weapons against the Spanish, who they greatly outnumbered. He Spanish were not able
to expand into French territory. Comanches were part of the group of American Indians that attacked the Santa Cruz de San Saba Mission in 1758.
The Filibusters (p. 116-118)
 A filibuster is a person who wages an unofficial war on a country. Filibusters act for their own benefit. They do not carry out the plan of any government.
Turmoil and Revolt in Mexico (p. 118-119)
 New Spain became increasingly unstable between 1803 and 1810. Spain itself was ineffectively governed and caught in the crossfire between a major war
between France and Britain. For a variety of reasons often having to do with social class and equality of opportunity, many in New Spain grew dissatisfied with
the traditional system. Others worried that without a strong central government the push for greater equality would lead to a dangerous civil war.
Filibusters take Action (p. 119-122)
 While Spain was at war with France, and revolt shook Mexico, Texas remained a hotbed of rebellion. Filibusters saw this turbulent time as a chance to gain
wealth. Four of the most significant filibusters were Augustus Magee, Jose Bernardo Gutierrez de Lara, Samuel Kemper, and Dr. James Long.
Elaborate
Evaluate
~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.
~Assign the Digital Lesson Quiz for this lesson (p. 122). Teachers can also opt to have students demonstrate mastery by responding to the following questions on
paper:
 How did the United States become a potential threat to Spanish control of its colonies?
 Why did filibusters fight against Spanish rule in Texas?
 Why was the Neutral Ground Agreement established?
 How did class play a role in the developing unrest in Mexico?
 Why was the Battle of Medina significant?