Students brainstorm buildings included in a mission compound. Then they learn about the physical structure of a mission, including the role of the church and the irrigation system. Next they watch a video about new skills learned by the Indians in the missions and they read about the missions’ role in Texas ranching. Finally they write two diary entries—one from the viewpoint of a friar and one from the viewpoint of an Indian.
Students review that they have been learning about the Spanish missions in Texas and are introduced to the goals for this concluding lesson. As a class, they contribute ideas to a shared chart summarizing what they already know about the Spanish missions in Texas.
Teacher MovesPresent the overview and objectives for the experience. Guide students in brainstorming what they know about the missions, using their entries in the class chart to surface and correct misconceptions before moving on.
Students view an image of life in a mission and read an explanation of why the Spanish established missions and why many missions were later closed or repurposed, including the impact of cost, government decisions, and disease on Native populations. They then answer a multiple-choice question identifying reasons that led to the closing of the missions.
Teacher MovesHighlight the key reasons mission activity ended, emphasizing that missions were closed or handed over to military and civilian settlements. Clarify any misunderstandings revealed by student responses to the multiple-choice question.
Students view an image related to the destruction of a Texas mission and respond to a poll by giving the missions an overall grade of pass or fail. They then post an explanation justifying their grade based on the goals and outcomes of the Texas missions.
Teacher MovesInvite volunteers to share their grades and explanations with the class, focusing discussion on the reasoning behind each judgment. Use examples of both “pass” and “fail” perspectives to help students weigh how the missions contributed to colonization and skill-building while also disrupting Native cultures and ways of life.
Students read about how Spanish language and culture spread throughout the Americas and remain influential today. They then create a visual poster celebrating Spanish culture in Texas, either directly in the digital canvas or on paper and upload a photo.
Teacher MovesPrompt students to think of examples of Spanish influence—such as place names, cowboy traditions, holidays, foods, or the Spanish language—and encourage creative expression, including allowing posters in Spanish. Ask for volunteers to present their posters and briefly explain the Spanish cultural contributions they chose to highlight.
Students complete the exit quiz by answering all the questions.
Teacher MovesFacilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.
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