Age of Contact


Vertical Alignment

Grade 4:     Students learned about European exploration of Texas

Grade 8:     Students will associate the geography and resource of Texas with the need and desire of Westward Expansion and Manifest Destiny

TEKS

Readiness Standards

7.1A – TSIET:  “identify the major eras in Texas history, describe their defining characteristics, and explain why historians divide the past into eras, including Age of Contact”

Supporting Standards

7.1B – TSIET:  “apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods”

7.1C – TSIET:  “explain the significance of the following dates: 1519, mapping of the Texas coast and first mainland Spanish settlement”

7.2B – TSIET:  “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”

Process Standards

7.21(A-H); 7.22(A-D); 7.23(A-B)

Inquiry Initiators (with Blooms verbs)

7.1(A) –  “What characteristics DEFINE the Age of Contact Era?” (define, explain & evaluate)

7.1(B) –  “Which individuals, issues and events can we sequence chronologically?” (apply & evaluate)

                “What time frame would include all individuals, issues and events of exploration?” (analyze)

7.1(C) –  “What information should we include in our explanation of the significance of 1519?” (evaluate)

7.2(B) –  “Who are the noteworthy early explorers of Texas?” (identify, list)

                “Are there any primary resources from the various explorers and expeditions?” (identify & locate)

                “Why did each explorer risk his or her life to take this journey?” (distinguish & summarize)

Project/Product Choices (P.I.s – Performance Indicators)

1)    Create a comic strip of an explorer’s expedition to be used as a 4th grade teaching tool.  (Digital or Print)

2)    Create a map showing the various routes and discoveries of all notable explorers.  (Digital or Print)

3)    Create a board game similar to “Expedition” in which players encounter risk, challenge and discovery.

4)    Produce a video in which an explorer’s point of view (perspective) is portrayed.