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Missions of Texas Reading and Writing Activity

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Spanish Missions

What lasting impact did the establishment of the Spanish missions have on Texas? Your students will explore this essential question in a reading and visual activity. Students will begin the activity by examining images associated with the Spanish mission system and answering visual analysis questions. They will then work with a partner to read about the Spanish mission system and answer discussion questions. The activity concludes with a mosaic assignment. This activity included embedded Interactive Student Notebook assignments with a preview, graphically organized notes, and a processing assignment.

With this activity, you will receive:
-an 18 page presentation with images to analyze and guide you through the activity
-an 8 page reading on the following topics: History and Purpose of the Missions, San Antonio Missions, Mission Economy, The Spaniards and American Indians, and Life in a Mission
-a graphic organizer for note taking
-a script for the presentation
-directions for a processing mosaic assignment.

I have created a document that shows all of the 4th and 7th grade TEKS for this lesson. It is free and can be found here:

Texas History Super Bundle TEKS

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Spanish Texas Bundle.



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Do you like this style of teaching? Check out these other activities for Texas History!

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© 2014 Social Studies Success. This purchase is for you and your classroom. Duplication for an entire school, an entire school system, or for commercial purposes is strictly forbidden. Please have other teachers purchase their own copy. Do you want to buy one for a friend? Additional copies can be purchased for only a $1.00! If you are a school or district interested in purchasing several licenses, please contact me for a district-wide quote.

4th Grade TEKS:

(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
(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:
(A) identify and explain clusters and patterns of settlement in Texas at different time periods such as prior to the Texas Revolution,
(B) describe and explain the location and distribution of various towns and cities in Texas, past and present;
(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.
(9) Geography. The student understands how people adapt to and modify their environment. The student is expected to:
(A) describe ways people have adapted to and modified their environment in Texas, past and present, such as timber clearing, agricultural production, wetlands drainage, energy production, and construction of dams;
(B) identify reasons why people have adapted to and modified their environment in Texas, past and present, such as the use of natural resources to meet basic needs, facilitate transportation, and enhance recreational activities; and
(10) Economics. The student understands the basic economic activities of early societies in Texas and North America. The student is expected to:
(B) explain the economic activities early immigrants to Texas used to meet their needs and wants.
(19) Culture. The student understands the contributions of people of various racial, ethnic, and religious groups to Texas. The student is expected to:
(C) summarize the contributions of people of various racial, ethnic, and religious groups in the development of Texas
(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:
(A) differentiate between, locate, and use valid primary and secondary sources such as computer software; interviews; biographies; oral, print, and visual material; documents; and artifacts to acquire information about the United States and Texas;
(B) 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;
(C) organize and interpret information in outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps;

7th Grade TEKS:
(1) History. The student understands traditional historical points of reference in Texas history. The student is expected to:
(A) 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;
(B) apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods; and
(C) explain the significance of the following dates: 1718, founding of San Antonio;
(2) History. The student understands how individuals, events, and issues through the Mexican National Era shaped the history of Texas. The student is expected to:
(C) identify important events and issues related to European colonization of Texas, including the establishment of Catholic missions, towns, and ranches,
(9) Geography. The student understands the location and characteristics of places and regions of Texas. The student is expected to:
(C) analyze the effects of physical and human factors such as climate, weather, landforms, irrigation, transportation, and communication on major events in Texas.
(10) Geography. The student understands the effects of the interaction between humans and the environment in Texas during the 19th, 20th, and 21st centuries. The student is expected to:
(A) identify ways in which Texans have adapted to and modified the environment
(11) Geography. The student understands the characteristics, distribution, and migration of population in Texas in the 19th, 20th, and 21st centuries. The student is expected to:
(A) analyze why immigrant groups came to Texas and where they settled;
(19) Culture. The student understands the concept of diversity within unity in Texas. The student is expected to:
(C) identify examples of Spanish influence and the influence of other cultures on Texas such as place names, vocabulary, religion, architecture, food, and the arts; and
(21) Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student is expected to:
(A) 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;
(B) 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;
(C) organize and interpret information from outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps;




Total Pages
36
Answer Key
N/A
Teaching Duration
3 Days

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Missions of Texas Reading and Writing Activity
Missions of Texas Reading and Writing Activity
Missions of Texas Reading and Writing Activity
Missions of Texas Reading and Writing Activity