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Instructional Focus Document
Grade 4 Social Studies
TITLE : Unit 04: European Exploration and Mission Life SUGGESTED DURATION : 10 days

Unit Overview

Introduction

This unit bundles student expectations that relate to the exploration of Texas and the early colonization of Texas. Early European exploration of Texas was motivated primarily by the quest for gold and competition among the European nations. Both Spanish and French explorers made forays into Texas in the sixteenth century. Competition between France and Spain to claim land in the New World fueled Spanish desires to colonize and control Texas. The Spanish began the process of colonizing Texas by building a series of missions and presidios in the territory. The struggle to control a vast empire plagued the Spanish and eventually the missions and presidios were abandoned. A study of the early colonization of Texas is important for understanding the cultural influences still evident in Texas today.

Prior to this Unit

Prior to this unit, students learned about how the physical geography of Texas impacted the lifestyles of the American Indian groups living in Texas.

During this Unit

During this unit, students study about the motivations of those who explored Texas and the Spanish policy of building missions in an effort to colonize Texas. Additionally students examine how the policy of mission building affected settlement patterns in Texas along with the lifestyles of those living in the missions. Students also continue to develop historical inquiry skills by acquiring information from various sources. The social studies skill TEKS 4.21A included in this unit supports the historical inquiry process that should be incorporated into classroom instruction and assessment.

After this Unit

In the next unit, students learn about the empresario system developed by Mexican officials to colonize Texas.


Interactions among humans lead to change.

  • How does the world change as people become more connected?
Unit Understandings
and Questions
Overarching Concepts
and Unit Concepts
Performance Assessment(s)

Explorers came to Texas searching for riches and claimed the land for European leaders.

  • What reasons motivated many explorers to come to Texas?
  • What political and social changes came about with the arrival of European explorers in Texas?

Scientific/Technological Patterns

  • Exploration

Assessment information provided within the TEKS Resource System are examples that may, or may not, be used by your child’s teacher. In accordance with section 26.006 (2) of the Texas Education Code, "A parent is entitled to review each test administered to the parent’s child after the test is administered." For more information regarding assessments administered to your child, please visit with your child’s teacher.

The Spanish colonized Texas by building a system of missions in the region.

  • What was the purpose of building missions in Texas?
  • How did the building of missions change the settlement patterns in Texas?
  • What was life in the mission like?

Political Patterns

  • Colonization

Spatial Patterns

  • Population Distribution
Assessment information provided within the TEKS Resource System are examples that may, or may not, be used by your child’s teacher. In accordance with section 26.006 (2) of the Texas Education Code, "A parent is entitled to review each test administered to the parent’s child after the test is administered." For more information regarding assessments administered to your child, please visit with your child’s teacher.

MISCONCEPTIONS / UNDERDEVELOPED CONCEPTS

  • None Identified

Unit Vocabulary

exploration – traveling to new territories for the purpose of discovery
colonization – state-sponsored settlement of people to new territories
migration – movement from one region to another
mission – a settlement founded to spread Christianity to the people in the area
presidio – a military post or guarded settlement in an area under Spanish control

Related Vocabulary

  • settlement patterns
  •  immigration
 
Unit Assessment Items System Resources

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Unit Assessment Items that have been published by your district may be accessed through Search All Components in the District Resources tab. Assessment items may also be found using the Assessment Center if your district has granted access to that tool.

System Resources may be accessed through Search All Components in the District Resources Tab.


TAUGHT DIRECTLY TEKS

TEKS intended to be explicitly taught in this unit.

TEKS/SE Legend:

  • Knowledge and Skills Statements (TEKS) identified by TEA are in italicized, bolded, black text.
  • Student Expectations (TEKS) identified by TEA are in bolded, black text.
  • Portions of the Student Expectations (TEKS) that are not included in this unit but are taught in previous or future units are indicated by a strike-through.

Specificity Legend:

  • Supporting information / clarifications (specificity) written by TEKS Resource System are in blue text.
  • A Partial Specificity label indicates that a portion of the specificity not aligned to this unit has been removed.
TEKS# SE# TEKS SPECIFICITY
4 History.
4.2 History. The student understands the causes and effects of European exploration and colonization of Texas and North America. The student is expected to:
4.2A Summarize motivations for European exploration and settlement of Texas, including economic opportunity, competition, and the desire for expansion.

Summarize

MOTIVATIONS FOR EUROPEAN EXPLORATION AND SETTLEMENT OF TEXAS

Including, but not limited to:

  • Motives for European exploration
    • Exploration of the New World by Europeans in the 16th and 17th centuries was fueled by the search for gold and natural resources.  A desire to bring glory to themselves and their king by conquering new lands, and a desire to bring Christianity to peoples of the New World motivated many. (God, gold, glory)
  • Motives for settlement of Texas
    • French explorers established a colony in Texas, falsely believing they were near the mouth of the Mississippi River. This early colony failed.
    • Motivated by competition, Spanish rulers became interested in settlement of Texas to keep the French from making claims on the land.  
    • To help finance exploration of the New World, the Spanish agreed to take Catholic priests along to develop settlements to convert native populations.
4.2B 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.

Identify, Explain

ACCOMPLISHMENTS AND IMPACT OF SIGNIFICANT EXPLORERS

Including, but not limited to:

  • Cabeza de Vaca (Spain)
    • Lived among Indians for several years; began legend about Cibola (Seven Cities of Gold) and made Spanish eager to explore; Sent Estevanico (Estaban), the first African in the New World, to New Mexico and Arizona looking for wealth
    • First person to write about the environment of Texas making detailed accounts of the American Indian tribes he encountered
  • Francisco Coronado (Spain)
    • First European to explore Palo Duro Canyon; searched for Seven Cities of Gold and Quivira (likely Wichita)
    • First person to travel across the northern part of Texas and explore it. He also determined that Texas did not have gold.
  • René Robert Cavelier, Sieur de la Salle (French)
    • Trying to colonize in the New World along the Mississippi River, but errantly landed at Matagorda; started a colony which failed
    • His colonization attempts caused Spain to reclaim Texas and settle it.
4.2C Explain when, where, and why the Spanish established settlements and Catholic missions in Texas as well as important individuals such as José de Escandón.

Explain

WHEN, WHERE, WHY SPANISH ESTABLISHED SETTLEMENTS AND CATHOLIC MISSIONS IN TEXAS

Including, but not limited to:

  • When? – 1600s-1820
  • Where? – El Paso, East Texas, San Antonio
  • Why? – convert Americans Indian tribes to Catholicism, make tribal members Spanish citizens, and lay claim to land
  • José de Escandón
    • Escandón is known as the Father of the Lower Rio Grande Valley. He founded over twenty towns or villas and a number of missions along the lower Rio Grande Valley.
4 Geography.
4.6 Geography. The student uses geographic tools to collect, analyze, and interpret data. The student is expected to:
4.6A Apply geographic tools, including grid systems, legends, symbols, scales, and compass roses, to construct and interpret maps.

Apply

GEOGRAPHIC TOOLS TO CONSTRUCT AND INTERPRET MAPS

Including, but not limited to:

  • Grid systems – a network of horizontal and vertical lines used to locate points on a map or a chart by means of coordinates
  • Legends – an explanatory list of the symbols appearing on a chart or map. Sometimes, this is called a key
  • Symbols – a symbol is something which stands for or suggests something else. It can be a visible sign of something which is intangible.
  • Scales – a scale indicates the relationship between the distances on a map, chart, or plan and the corresponding actual distances. Examples include “1 inch equals 1 mile.”
  • Compass rose – a compass rose is a circle or similar design which includes graduated degrees or quarter points and shows compass directions
  • Other elements of maps
    • Title
    • Date of map
    • Author of map
  • Suggested maps students could construct
    • First missions in Texas
4.8 Geography. The student understands the location and patterns of settlement and the geographic factors that influence where people live. The student is expected to:
4.8A

Identify and explain clusters and patterns of settlement in Texas at different time periods such as prior to the Texas Revolution, after the building of the railroads, and following World War II.

Identify, Explain

CLUSTERS AND PATTERNS OF SETTLEMENT IN TEXAS AT DIFFERENT PERIODS

Including, but not limited to:

  • Prior to the1800’s Texas was home to a variety of American Indian groups and a growing number of Spanish colonists living near Spanish missions. Spanish missions and surrounding towns were located near rivers in South Texas, East Texas and in far West Texas
4 Economics.
4.12 Economics. The student understands patterns of work and economic activities in Texas. The student is expected to:
4.12C Analyze the effects of exploration, immigration, migration, and limited resources on the economic development and growth of Texas.

Analyze

EFFECTS OF EXPLORATION, IMMIGRATION, MIGRATION AND LIMITED RESOURCES ON THE ECONOMIC DEVELOPMENT AND GROWTH OF TEXAS

Including, but not limited to:

  • Over the course of time, as more people moved to Texas the demand for resources increased. The economy developed from a primarily agricultural-based economy to a diversified economy, based on the production of a variety of goods and services.  Economic innovation has allowed the economy in Texas to adapt to the growing demand for resources, such as the development of windfarms to meet energy demands.
4 Social studies skills.
4.21 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:
4.21A 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.

Differentiate between, Locate, Use

VALID PRIMARY AND SECONDARY SOURCES TO ACQUIRE INFORMATION ABOUT THE UNITED STATES AND TEXAS

Including, but not limited to:

  • Computer software
  • Interviews
  • Biographies
  • Oral, print, and visual material
  • Documents
  • Artifacts
4.21B 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.

Analyze

INFORMATION

Including, but not limited to:

  • By using skills of:
    • Sequencing
    • Categorizing
    • Identifying cause-and-effect relationship
    • Comparing
    • Contrasting
    • Finding the main idea
    • Summarizing
    • Making generalizations and predictions
    • Drawing inferences and conclusions
4.22 Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:
4.22B Incorporate main and supporting ideas in verbal and written communication.

Incorporate

MAIN AND SUPPORTING IDEAS

Including, but not limited to:

  • In verbal communication
  • In written communication
4.22D Create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies.

Create

WRITTEN AND VISUAL MATERIAL

Including, but not limited to:

  • Journal entries
  • Reports
  • Graphic organizers
  • Outlines
  • Bibliographies
The English Language Proficiency Standards (ELPS), as required by 19 Texas Administrative Code, Chapter 74, Subchapter A, §74.4, outline English language proficiency level descriptors and student expectations for English language learners (ELLs). School districts are required to implement ELPS as an integral part of each subject in the required curriculum.

School districts shall provide instruction in the knowledge and skills of the foundation and enrichment curriculum in a manner that is linguistically accommodated commensurate with the student’s levels of English language proficiency to ensure that the student learns the knowledge and skills in the required curriculum.


School districts shall provide content-based instruction including the cross-curricular second language acquisition essential knowledge and skills in subsection (c) of the ELPS in a manner that is linguistically accommodated to help the student acquire English language proficiency.

http://ritter.tea.state.tx.us/rules/tac/chapter074/ch074a.html#74.4 


Choose appropriate ELPS to support instruction.

ELPS# Subsection C: Cross-curricular second language acquisition essential knowledge and skills.
Click here to collapse or expand this section.
ELPS.c.1 The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:
ELPS.c.1A use prior knowledge and experiences to understand meanings in English
ELPS.c.1B monitor oral and written language production and employ self-corrective techniques or other resources
ELPS.c.1C use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary
ELPS.c.1D speak using learning strategies such as requesting assistance, employing non-verbal cues, and using synonyms and circumlocution (conveying ideas by defining or describing when exact English words are not known)
ELPS.c.1E internalize new basic and academic language by using and reusing it in meaningful ways in speaking and writing activities that build concept and language attainment
ELPS.c.1F use accessible language and learn new and essential language in the process
ELPS.c.1G demonstrate an increasing ability to distinguish between formal and informal English and an increasing knowledge of when to use each one commensurate with grade-level learning expectations
ELPS.c.1H develop and expand repertoire of learning strategies such as reasoning inductively or deductively, looking for patterns in language, and analyzing sayings and expressions commensurate with grade-level learning expectations.
ELPS.c.2 The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:
ELPS.c.2A distinguish sounds and intonation patterns of English with increasing ease
ELPS.c.2B recognize elements of the English sound system in newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters
ELPS.c.2C learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions
ELPS.c.2D monitor understanding of spoken language during classroom instruction and interactions and seek clarification as needed
ELPS.c.2E use visual, contextual, and linguistic support to enhance and confirm understanding of increasingly complex and elaborated spoken language
ELPS.c.2F listen to and derive meaning from a variety of media such as audio tape, video, DVD, and CD ROM to build and reinforce concept and language attainment
ELPS.c.2G understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar
ELPS.c.2H understand implicit ideas and information in increasingly complex spoken language commensurate with grade-level learning expectations
ELPS.c.2I demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs.
ELPS.c.3 The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:
ELPS.c.3A practice producing sounds of newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters to pronounce English words in a manner that is increasingly comprehensible
ELPS.c.3B expand and internalize initial English vocabulary by learning and using high-frequency English words necessary for identifying and describing people, places, and objects, by retelling simple stories and basic information represented or supported by pictures, and by learning and using routine language needed for classroom communication
ELPS.c.3C speak using a variety of grammatical structures, sentence lengths, sentence types, and connecting words with increasing accuracy and ease as more English is acquired
ELPS.c.3D speak using grade-level content area vocabulary in context to internalize new English words and build academic language proficiency
ELPS.c.3E share information in cooperative learning interactions
ELPS.c.3F ask and give information ranging from using a very limited bank of high-frequency, high-need, concrete vocabulary, including key words and expressions needed for basic communication in academic and social contexts, to using abstract and content-based vocabulary during extended speaking assignments
ELPS.c.3G express opinions, ideas, and feelings ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topics
ELPS.c.3H narrate, describe, and explain with increasing specificity and detail as more English is acquired
ELPS.c.3I adapt spoken language appropriately for formal and informal purposes
ELPS.c.3J respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and reinforce concept and language attainment.
ELPS.c.4 The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. The student is expected to:
ELPS.c.4A learn relationships between sounds and letters of the English language and decode (sound out) words using a combination of skills such as recognizing sound-letter relationships and identifying cognates, affixes, roots, and base words
ELPS.c.4B recognize directionality of English reading such as left to right and top to bottom
ELPS.c.4C develop basic sight vocabulary, derive meaning of environmental print, and comprehend English vocabulary and language structures used routinely in written classroom materials
ELPS.c.4D use prereading supports such as graphic organizers, illustrations, and pretaught topic-related vocabulary and other prereading activities to enhance comprehension of written text
ELPS.c.4E read linguistically accommodated content area material with a decreasing need for linguistic accommodations as more English is learned
ELPS.c.4F use visual and contextual support and support from peers and teachers to read grade-appropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language
ELPS.c.4G demonstrate comprehension of increasingly complex English by participating in shared reading, retelling or summarizing material, responding to questions, and taking notes commensurate with content area and grade level needs
ELPS.c.4H read silently with increasing ease and comprehension for longer periods
ELPS.c.4I demonstrate English comprehension and expand reading skills by employing basic reading skills such as demonstrating understanding of supporting ideas and details in text and graphic sources, summarizing text, and distinguishing main ideas from details commensurate with content area needs
ELPS.c.4J demonstrate English comprehension and expand reading skills by employing inferential skills such as predicting, making connections between ideas, drawing inferences and conclusions from text and graphic sources, and finding supporting text evidence commensurate with content area needs
ELPS.c.4K demonstrate English comprehension and expand reading skills by employing analytical skills such as evaluating written information and performing critical analyses commensurate with content area and grade-level needs.
ELPS.c.5 The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in writing. In order for the ELL to meet grade-level learning expectations across foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system. The student is expected to:
ELPS.c.5A learn relationships between sounds and letters of the English language to represent sounds when writing in English
ELPS.c.5B write using newly acquired basic vocabulary and content-based grade-level vocabulary
ELPS.c.5C spell familiar English words with increasing accuracy, and employ English spelling patterns and rules with increasing accuracy as more English is acquired
ELPS.c.5D edit writing for standard grammar and usage, including subject-verb agreement, pronoun agreement, and appropriate verb tenses commensurate with grade-level expectations as more English is acquired
ELPS.c.5E employ increasingly complex grammatical structures in content area writing commensurate with grade-level expectations, such as:
ELPS.c.5F write using a variety of grade-appropriate sentence lengths, patterns, and connecting words to combine phrases, clauses, and sentences in increasingly accurate ways as more English is acquired
ELPS.c.5G narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired.
Last Updated 05/24/2018
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