Students look at an animated map of the La Salle expeditions and predict where he intended to land on the third expedition. Then they examine the goals of La Salle’s third expedition and French colonization. Next they analyze the competition between the French and the Spanish, especially in Texas. Finally, they learn about Fort St. Louis and write two descriptions of events there—once from the point of view of a French settler and once from the point of view of a Karankawa Indian.
Students are introduced to La Salle’s mistaken landing in Texas and the role of French settlements in the development of Texas. They view an animated map showing La Salle’s three expeditions, then respond to a word cloud prompt predicting where La Salle intended to land on his third expedition based on the mapped routes.
Teacher MovesPreview the experience, review key vocabulary, and share the lesson objectives. Guide students in interpreting the animated map, prompting them to infer La Salle’s intended destination and supporting them in using evidence from the routes (such as his earlier travels along the Ohio and Mississippi Rivers) to justify their predictions.
Students read about the French fur trade, La Salle’s exploration of the Mississippi River, and his goal of establishing a settlement at the river’s mouth to support trade and limit Spanish control. They learn that he misjudged the river’s outlet and founded a settlement at Matagorda Bay, later known as Fort St. Louis. Students then answer multiple-choice questions identifying La Salle’s main objective for the 1684 expedition and inferring French motivations for colonizing North America, including economic opportunity and competition with Spain.
Teacher MovesClarify that, unlike the Spanish and some British colonists, French exploration was driven more by trade and competition than by religious motives, and that French presence in North America centered on trading posts rather than numerous permanent settlements. Use student responses to reinforce the key purposes of La Salle’s expedition and the broader French goals in the region.
Students examine text describing European competition in the Americas, focusing on how Spanish fears about French threats to silver mines and shipping routes led them to search for La Salle’s colony and to expand exploration and settlement along the northern Gulf Coast and in Texas. They learn that, despite Fort St. Louis being abandoned, France continued to claim Texas and that this claim later influenced the boundaries debated in the Louisiana Purchase. Students then post a written explanation to a class wall about how competition between Spain and France led to the exploration and settlement of Texas.
Teacher MovesHighlight the economic stakes—especially control of natural resources, silver mines, and Gulf shipping routes—that drove Spanish and French rivalry. Share strong student responses to prompt discussion, and, as appropriate, extend the timeline of events through the Seven Years’ War, the Louisiana Purchase, and the Adams-Onís Treaty to show how competing claims over Texas evolved. Emphasize how Spanish missions and settlements in Texas were a direct response to perceived French threats.
Students study a description and map of Fort St. Louis and read about the Karankawa Indians, learning that Texas was already inhabited by Native peoples and that the Karankawa attacked the fort while La Salle was away, killing adults, destroying buildings, and taking children captive. They reflect on how the fort affected both French settlers and the Karankawa, then write two brief descriptions on a shared wall: one from the perspective of a French settler and one from the perspective of a Karankawa Indian, explaining what Fort St. Louis means to each way of life. Students then review classmates’ posts and respond to at least two with questions or positive comments.
Teacher MovesFrame the activity as an exploration of multiple perspectives on the same historical event. If desired, direct students to additional information about Fort St. Louis and the Karankawa to deepen their understanding. Provide guidance on the expected length of responses and encourage partner discussion before writing. Monitor the wall, highlight thoughtful examples, and support students in considering how settlement and conflict affected different groups in distinct ways.
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.
©2026 Exploros. All rights reserved.