FRAME THE LESSON
TEACHER:
CLASS: 8th Grade
DATE: September 7-8
M T W TH F
Spanish Colonization and New Spain
Student Expectations Bundled in Lesson
Noun=Underline Verb=Italicize
Resources/Materials:

1A: identify the major eras and events in U.S. history through 1877, including colonization, revolution, drafting of
the Declaration of Independence, creation and ratification of the Constitution, religious revivals such as the Second
Great Awakening, early republic, the Age of Jackson, westward expansion, reform movements, sectionalism, Civil
War, and Reconstruction, and describe their causes and effects

12B: explain reasons for the development of the plantation system, the transatlantic slave trade, and the spread of slavery
Objective/Key Understanding:
 Describe how conquistadors defeated two Native
American empires.
 Explain why Spain settled in colonies
 Explain the causes and effects of the transatlantic slave
trade.
Vocabulary
conquistador
mission
mestizo
pueblo
creole
plantation
presidio
peninsulare
encomienda
Stop & Check for Understanding—High Level Questions





What reasons can you identify that help explain why the Spanish conquered the Aztecs and the Incas so easily?
What reasons did explorers have for traveling north?
What reasons did Spanish colonists have for coming to New Spain?
What were some ways in which peninsulares were powerful?
Why were plantations developed in the Americas?
Small Group Purposeful Talk Question Stems
 How did Spain view the defeat of the Aztecs and the Incas? How did the Aztecs and the Incas view the same
events?
 How did the Spanish defeat of Native American empires lead to the development of Spanish colonies?
 What were the reasons the conquistadors came to the Americas?
 Why did the Spanish colonies establish such a rigid social system?
 Why did the deaths of Native Americans to European diseases contribute to the development of the
transatlantic slave trade?
Closing Product/ Question/Informal Assessment
Informal Assessment Questions 1-5 (p. 63)
U.S. History Textbook
Colonization through
Reconstruction pp. 5463
Critical Writing
Prompt/

Why do People
Move?

If you could
move to
anywhere in the
world, where
would it be?

Why?
Engage




Explore
Explain
Elaborate
Evaluate
Have students preview the lesson objectives and the list of key terms (p. 54).
Use the Editable Presentation found on the digital course to present the main ideas of the lesson (p. 54)
Complete the Start Up Activity on p 54. Tell students that the Spanish Explorer Alvar Nunez Cabeza de Vaca was shipwrecked in 1528 in what is now Texas.
The native population helped him survive, and he wrote about their ability to survive in harsh environment. Students are to complete a Quick Write responding
to the question: What do you think Cabeza de Vaca thought of the Indians he met?
Tell students in this lesson they will be learning about the reasons the Spanish settled in North America, the causes and effects of colonization, and the
development of the transatlantic slave trade (p. 54).
Divide the class into groups. Each group is to read a section and be prepared to discuss and share findings with the class.




Conquistadores Arrive in The Americas (p. 55-56);
Exploring Lands to the North (p. 56-57);
The Colonization and Social Order of New Spain (p. 58-61); and
The Transatlantic Slave Trade (p. 61-63).
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.
Conquistadores Arrive in the Americas (p. 55)
 Explain that the Conquistadors were conquerors who established the first Spanish settlements in the Americas. Identify the reasons for colonization of North
America such as their quest to find gold and spread the Spanish empire. Point out that conquistadors had defeated two Native American empires: the Aztecs and
the Incas.
Exploring Lands to the North (p. 56)
 Project the Interactive Map: Spanish Explores and Settlements (p. 56) and click through the hotspots. Explain that Spanish explorers traveled throughout the
southeastern and southwestern United States, establishing settlements. Tell students that in this lesson, they will learn about the reasons for Spanish
colonization of North America.
The Colonization and Social Order of New Spain (p. 58)
 Be sure students understand the causes and the effects of the Spanish colonization of North America. The Spanish settled in what is now the United States
because they wanted to spread Christianity, gain wealth, and satisfy a thirst for adventure. These settlers developed the first colonies in New Spain, with
devastating effects on Native American communities.
The Transatlantic Slave Trade (p. 60)
 Have students study the map of the transatlantic slave trade and explain where enslaved Africans were taken. Draw students’ attention to the chart showing
information about slavery in the Americas. Explain that the number of enslaved Africans necessary to sustain the colonies increased as the Spanish colonies
grew. Also, the death toll of Native Americans working to support the colonies continued to rise, which further increased the need for enslaved Africans.
Together these factors led to the growth of the transatlantic slave trade.
~Guided Reading and Discussion (p. 55)
 (p.55) Remind students that Conquistadors were conquerors who established the first Spanish settlements in the Americas. Students will answer the
following questions: How did Spain view the defeat of the Aztecs and the Incas? How did the Aztecs and the Incas view the same events?
How did the Spanish defeat of Native American empires lead to the development of Spanish colonies? What were the reasons the conquistadors came
to the Americas?
~Guided Reading and Discussion (p. 60)
 Review the reasons Las Casas gave for bringing Africans to the Americas. Be sure students understand how the need for labor in European colonies
led to the development of the transatlantic slave trade. Students will answer/respond to the following questions: Explain the transatlantic slave trade in
your own words. Why did the deaths of Native Americans to European diseases contribute to the development of the transatlantic slave trade?
Assign the Digital Lesson Quiz for this lesson (p. 63) Teachers can also opt to have students demonstrate mastery by responding to the following questions on paper:
 Who helped Cortes destroy the Aztec empire and why?
 What two reasons did the Spanish have for deciding not to focus on their northern borderlands?
 What makes St. Augustine a particularly notable Spanish settlement?
 What did the Spanish government’s land grants include that caused hardship for Native Americans, and what hardship did it cause?
 Summarize how Spanish and Native American cultures blended in New Spain.
FRAME THE LESSON
TEACHER:
CLASS: 8th Grade
DATE: September 9-11
M T W TH F
The First French, Dutch, and English Colonies
Student
 Expectations Bundled in Lesson
Noun=Underline
Verb=Italicize





Resources/Materials
1A: identify the major eras and events in U.S. history through 1877, including colonization, revolution, drafting of the Declaration of
Independence, creation and ratification of the Constitution, religious revivals such as the Second Great Awakening, early republic, the Age of
Jackson, westward expansion, reform movements, sectionalism, Civil War, and Reconstruction, and describe their causes and effects;
1C: explain the significance of the following dates: 1607, founding of Jamestown; 1620, arrival of the Pilgrims and signing of the Mayflower
Compact; 1776, adoption of the Declaration of Independence; 1787, writing of the U.S. Constitution; 1803, Louisiana Purchase; and 1861-1865,
Civil War;
2A: Identify reasons for European exploration and colonization of North America
11C: describe how different immigrant groups interacted with the environment in the United States during the 17th, 18th, and 19th centuries
23A: identify selected racial, ethnic, and religious groups that settled in the United States and explain their reasons for immigration
Objective/Key Understanding:
 Explain why Europeans explored North America’s coast.
 Identify the reasons for French and Dutch colonization in North America.
 Identify the reasons for English colonization.
 Explain how Virginia began a tradition of representative government.
 Describe how different groups in Jamestown interacted with the environment.
U.S. History Textbook
Colonization through
Reconstruction pp. 64-76
Vocabulary
Northwest passage
Protestant Reformation
Bacon’s Rebellion
Courer de bois
House of Burgesses
burgess
Magna Carta
frontier
charter
alliance
indentured servant
representative government
Stop & Check for Understanding—High Level Questions
 What factors contributed to rivalries between English and Spanish Explorers?
 Why was the Mississippi River important to the French?
 What was one reason why the New Netherland colony was founded?
 What early difficulties did the Jamestown colonists face?
 Why was the House of Burgesses created in Virginia?
 Why did many Africans come to Virginia?
Small Group Purposeful Talk Question Stems
 Identify reasons for European exploration of North America.
 What motivated explorers to look for new travel routes around the globe?
 What does this suggest about the reasons for European colonization of North America?
 How did the physical characteristics of the environment influence where the Jamestown colonists settled?
 How did the physical characteristics of the Chesapeake Bay influence the Jamestown Colony and its economic activities?
 Describe how the different immigrant groups, such as the Dutch colonists in New Netherland and the English colonists in in Virginia, interacted with the environment in North
America during the 17th century.
Closing Product/ Question/ Informal Assessment:
 Informal Assessment Questions 1-5 (p. 76)
Engage




Explore
Explain
Elaborate
Evaluate
Have students preview the lesson objectives and the list of key terms (p. 64).
Use the Editable Presentation found on the digital course to present the main ideas of the lesson (p. 64)
Complete the Start Up Activity on p 64. Tell students that the colonists arrived at a land unknown to them. They knew that they had to make plans to survive. Students will answer the following
questions: what you do in this situation? Make a list of the first five things you would do to survive, in the order in which you would do them.
Tell students in this lesson they will be learning about the first European colonists in North America, including their reasons for colonization and how they interacted with their new environments (p. 64).
Divide the class into groups. Each group is to read a section and be prepared to discuss and share findings with the class.

European Rivalries (p. 65-66);

New France is Colonized (p. 66-68);

The Dutch Establish New Netherland (p. 68-70);

Roanoke and Jamestown (p. 70-74); and

An Improved Form of Government and Jamestown Colony Grows (p. 74-76).
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.
European Rivalries (p. 65)

European nations began to compete for riches around the world. Religious differences heightened their rivalry. Until the 1500s, the Roman Catholic Church was the only church in Western Europe. That
unity ended when a major religious reform movement sharply divided Christians. Tell students that in this lesson, they will identify reasons for European exploration of North America.
New France is Colonized & The Dutch Establish New Netherland (p. 66-70)

Project the Interactive Map: Lands Controlled by Colonial Powers, 1660 (p. 66) and click through the layers . Identify the reasons for European colonization of North America: spreading Christianity,
gaining wealth, and expanding empire.

Active Classroom Activity (p.66) Divide students into groups and use the Walking Tour activity to pick key passages from the lessons that describe the reasons for French and Dutch colonization in
North America. Have groups post their passages on individual pages around the room, then tour the passages, and then summarize each one.
Roanoke and Jamestown (p. 58) (p. 70-74);

Project the Interactive Gallery: Arrival and Early Years at Jamestown (p. 70). Discuss students’ reactions to the images. Students will answer the following questions: What they think it would have
been like to be part of the Jamestown settlement. Why 1607 is a significant year in American history? Why did settlers want to build a colony in Jamestown, Virginia?
An Improved Form of Government and Jamestown Colony Grows (p. 74-76)

Explain that the Magna Carta, or Great Charter, was a document from 1215 listing the rights of Britain nobles that could be taken away by the kings. Point out its influence on the U.S. system of
government. Explain that the Virginia Company established a government in Jamestown that drew on the Magna Carta in order to set up a representative government in the English colonies.
~Analyze Maps, Images, and Data (p.65, 71, 75)

(p.65) Tell the class that they will be identifying reasons for European exploration of North America. Project the map. Explain that one reason Europeans explored North America was to search for a
northwest passage. Europeans hoped to find a waterway through or around North America that would provide a route to Asia. Ask students to describe the regions each European power explored.
Students will answer the following question: How will exploration of North America lead Europeans to establish colonies?

(p. 71) Tell students that may people visit the historic Jamestown site, which includes reconstructed buildings, interpretive media, and craft demonstrations. Although there were problems with the site,
Jamestown met most of the criteria set by the Virginia Company. Most importantly, it was surrounded by water on three sides, which was deep at the shoreline. Students are to propose a reason for
finding a location with deep water at the shoreline

(p.75) Explain that ethnic groups had different reasons for immigrating. Jamestown was initially populated by white men looking to make money in th colonies. Small numbers of women came to the
country to marry and work. Enslaved Africans were brought to work on tobacco plantations. Ask students how the ethnic origins of colonial settlers changed over time, and why.
~Guided Reading and Discussion (p. 65)

After analyzing the Map, students will answer/respond to the following questions: Identify reasons for European exploration of North America. What motivated explorers to look for new travel routes
around the globe? What does this suggest about the reasons for European colonization of North America?
~Guided Reading and Discussion (p. 67)

Be sure students understand the causes of colonization particularly the reasons for European colonization of North America. Students answer/respond to the following: Compare and contrast the French
and Dutch immigrants and their reasons for colonization. Describe the effects of colonization, using examples from Dutch and French colonization. Have students describe the places of importance
where French and Dutch colonists settled. Ask what geographic factors compelled them to choose these locations?
~Guided Reading and Discussion (p. 74-75)

Be sure students understand the reasons for the new institution that developed in Virginia during this time; the House of Burgesses. Explain the reasons for the growth of representative government
during the colonial period. Students answer and respond to the following: How was the House of Burgesses important to its development? Name an important effect the Jamestown Colony had on the
U.S. system of government.
Assign the Digital Lesson Quiz for this lesson (p. 76) Teachers can also opt to have students demonstrate mastery by responding to the following questions on paper:

What did John Cabot, Giovanni da Verrazano, Jacques Cartier, and Henry Hudson all have in common?

What evidence in this lesson supports the idea that Native Americans were not opposed to early interactions with French settlers?

What examples can you give to show that contacts between European colonists and Native Americans had negative consequences?

Why did the Jamestown colony have so little food in its early years?

What do you think happened after Virginia law established lifelong enslavement for people of African origin?