Mr. Byrd
United States History/Nevada History
09/26/16
Lesson 15
EQS: What effect did Spanish rule have on Spanish colonization of the
Americas and Spain’s interaction with Native Americans? Part One
Learning Target: 2.4- The impact of Spanish colonization on life in the
Americas
Learning Purpose: Students will learn how Spanish rule in America
affected the lives of Native Americans and how the Spanish setup
social classes in the Americas.
Today my learning target is to:
1. Read and discuss how the Spanish Law of the Indies, social
classes, and the Encomienda system affected native populations
in the Americas.
Today’s learning target will help me: To understand how Spanish rule
change the lives of Native Americans in the Americas.
KOK Activity: Students will review the instructions for completing a
reading on Spain in America including the following sections:
1. European Explorers and Conquerors
2. Spain in North America
3. Life under Spanish rule
Students will be working in small groups to answer essential questions
focusing on the following skills.
1. Reading Checks
2. Determining Cause and Effect
3. Marking Text
4. Contrasting a pueblo from a mission (The Differences)
5. Explaining the purposes of new Spanish laws in 1542.
Task and Procedures: Students will
1. Read in small groups today’s topic, Spain in America.
2. Discuss and answer essential questions.
3. Complete checks for overall understanding.
Reading Essential Questions:
1. How were the Spanish able to conquer the Aztec Empire and the
Inca Empire?
2. How did the success of Cortés and Pizarro affect later
explorations of the Americas?
3. List the sentences that describe the accomplishments of Juana
Inés de la Cruz.
4. What conclusions can your group draw about the Seven Cities of
Gold?
5. What were the main differences between a pueblo and a mission?
6. What was the purpose of the New Laws in 1542?
Assessment: Checking for Understanding. Questions seven and
eight will be used to assess the overall group understanding of
today’s assignment.
7. What were the goals of the Spanish conquistadores?
8. How did Native Americans contribute to the success of
the Spanish American colonies?
Lesson Vocabulary
Conquistador Spanish explorer
Immunity: resistance, such as to a disease
Pueblo: a town in the Spanish-ruled lands
Mission: a religious community where farming was carried out and
Native Americans were converted to Christianity.
Presidio: a fort
Plantation: a large farm
Materials and Resources
IPads
Spain in the Americas Reading Checkup Assignment
Essential Question Group Answer Sheet
Homework: Please complete your research for Wednesday’s Columbus
Mock Trial Group session.
Review your formative assessment test questions for Friday’s quiz.
Spanish In America Group Answer Sheet
Period ____________________
Students:
1. How were the Spanish able to conquer the Aztec Empire and the
Inca Empire?
2. How did the success of Cortés and Pizarro affect later
explorations of the Americas?
3. List the sentences that describe the accomplishments of Juana
Inés de la Cruz.
4. What conclusions can your group draw about the Seven Cities of
Gold?
5. What were the main differences between a pueblo and a mission?
6. What was the purpose of the New Laws in 1542?
7. What were the goals of the Spanish conquistadores?
8. How did Native Americans contribute to the success of
the Spanish American colonies?
Mr. Byrd
United States History/Nevada History
09/27/16
Lesson 16
EQS: What effect did Spanish rule have on Spanish colonization of the
Americas and Spain’s interaction with Native Americans? Part Two
Learning Target: 2.4- The impact of Spanish colonization on life in the
Americas
Learning Purpose: Students will learn how Spanish rule in America
affected the lives of Native Americans and how the Spanish set up
social classes in the Americas
Today my learning target is to:
1. View and discuss how the Spanish Law of the Indies, social
classes, and the Encomienda system affected native populations
in the Americas.
Today’s learning target will help me: To understand how Spanish rule
change the lives of Native Americans in the Americas.
KOK Activity: Students will review the answers to the lesson 15 group
assignment on the Spanish in the Americas.
1. European Explorers and Conquerors
2. Spain in North America
3. Life under Spanish rule
Task and Procedures: Students will
a. View a chart showing the Spanish Law of the Indies, social classes
and a PowerPoint on the Encomienda System in America.
b. Independently read a short excerpt on the Spanish social class
system and answer a closure assessment question.
Closure: Students will answer the following assessment question
based on the reading excerpt on social classes.
What was the impact of the Spanish social class system on the “New World”?
Materials and Resources
IPads
Spain in the Americas Reading Checkup Assignment
Essential Question Group Answer Sheet
Spanish In America Visuals
Spanish Social Class System
Encomienda System PowerPoint
Homework: Please complete your research for Wednesday’s Columbus
Mock Trial Group session.
Review your formative assessment test questions for Friday’s quiz.
THE SPANISH LAW OF THE INDIES, SOCIAL CLASSES AND ENCOMIENDA SYSTEM
IN THE AMERICAS
THE LAW OF INDIES
The Law of Indies applied Spanish thinking to colonial society.
Example:
Public Square:
Each colony would be set up like a city in Spain.
Church:
Marketplace:
Jail:
Spanish Social Classes
Society in Spain was divided into social classes, from the king down to the peasant
farmers, with African slaves at the bottom. Following that pattern, the laws divided the
people of the colonies into social classes, too.
Class One: Peninusalres
Peninsulares: People born in Spain. They held the highest church and government
positions.
Class Two: Creoles
Creoles: Children born in the Americas to Spanish parents. They might have wealth and
education, but never the influence of peninsulares.
Class Three: Mestizos
Mestizos: Many Spaniards who came to the colonies married Indian women. Their
children, part Spanish and part Indian, belonged to the third class, called mestizos. They
could not own land but worked on farms and ranches and at crafts in the cities.
Class Four: Latinos
Latinos: Throughout the colonies, Spaniards, Indians, and Africans intermarried. As a
result, an entirely new group of people arose—people known today as Latinos.
Mr. Byrd
United States History/Nevada History
09/28-29/16
Lesson 17
EQ: Should Columbus be found guilty of forcing the Taino people into
slavery and bringing them disease and death.
Learning Target: 2.4: The interactions between Native Americans and
European explorers during Age of Exploration. Part III
Learning Purpose: Students will explore the historical events that led
to the destruction of the Taino. Today’s lesson focuses on the task and
procedures which will lead to a future class mock trial.
Today my learning target is to:
1. Use Columbus research resources to answer group questions
related to the upcoming Columbus mock trial.
2. Have group discussions regarding trial questions answered and
evidence for each question.
Today’s learning target will help me: to understand the roles,
procedures, and background information needed to complete the
upcoming Columbus mock trial.
Task and Procedures:
1. Students will review in small groups the answers to their trial
questions.
2. Students will discuss in small groups the evidence for their trial
questions and how they would like to present the information.
Closure: Students will in the second half of the class period complete
their seven motivations for European Explorations posters.
Materials Needed
Columbus Mock Trial Research Resources
Columbus Mock Trial Question sheets
Seven Motivation Posters
Review your formative assessment test questions for Friday’s quiz.
Mr. Byrd
United States History/Nevada History
09/30/16
Lesson 18
EQ: What are some of the important topics that we have learned about
the Age of Exploration?
Learning Target: 2.0-2.4: Age of Exploration Formative Assessment.
Learning Purpose: Students will complete a multiple choice objective
test on items related to lessons 6-16 on European Explorations to the
Americas and answer one constructive response question.
Today my learning target is to:
1. Review my study questions before taking today’s formative
assessment.
2. Complete an assessment on learning targets 2.0-2.4
Today’s learning target will help me: to assess my mastery of topics
and concepts taught units 2.0-2.4.
KOK Activity: Students will review quickly the following questions:
1. WHAT AREAS MAKE UP THE “NEW WORLD?”
2. WHAT ARE THE SEVEN MOTIVATIONS FOR WHY PEOPLE CAME TO THE
“NEW WORLD?
3. WHAT INVENTIONS LED EUROPEAN EXPLORERS TO OVERSEAS
EXPLORATIONS OF THE AMERICAS?
4. WHAT WERE SOME OF THE PROBLEMS EUROPE EXPERIENCED WHICH
LED TO THE AGE OF EXPLORATION?
5. DURING THE AGE OF EXPLORATION, WHAT WAS THE ECONOMIC
SYSTEM WHICH CALLED FOR A COUNTRY TO SELL MORE TO OTHER
COUNTRIES THAN IT BUYS FROM THEM TO MAKE THAT COUNTRY
WEALTHIER BASED ON ITS ACCUMULATION OF GOLD AND SILVER?
6. WHAT IS THE COLUMBIAN EXCHANGE?
7. WHAT WERE THE REASONS WHY EUROPEANS NEEDED
A FASTER, CHEAPER TRADE ROUTE?
8. WHAT ARE SOME OF THE THINGS THAT SPAIN
INCLUDED IN THEIR CITIES IN THE “NEW WORLD?”
9. WHAT IS THE BREAKDOWN OF THE SPANISH SOCIAL
CLASS SYSTEM?
10. WHAT WAS THE SPANISH ENCOMIENDA SYSTEM?
Constructive response statement:
Give three arguments for or against celebrating Columbus
Day.
Task and Procedures
1. Students will complete a multiple choice objective test.
2. Students will write an answer to a constructive response question.
Materials and Resources:
Age of Exploration Formative Assessment
I-Pads
Homework: None