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 prior learning about why the Spanish built missions and read an introduction to the lesson objectives. They examine an image of Mission San José Church and respond to a word cloud prompt by naming buildings or areas that were probably included in every mission compound.
Teacher MovesPreview the experience, highlighting key vocabulary and objectives. Invite students to share prior experiences visiting Spanish missions and guide discussion toward common mission features such as churches, living quarters, workshops, and farmland.
Students study images and explanatory text about Mission Espada to learn how missions were built as enclosed compounds with protective walls and gates, living spaces, workshops, and farmland. They read about the role of the church, the layout of Indian living quarters, and the use of aqueduct ditches and mills to bring water and process grain. They then answer multiple-choice questions to check understanding of why missions were enclosed, the functions of the mission church, and how residents obtained water.
Teacher MovesGuide students through the images and descriptions, clarifying terms such as compound, aqueduct, and mill. Emphasize the defensive purpose of the walls and gates and the multiple roles of the church. Review student responses to the questions, addressing misconceptions about mission design and water use.
Students read about who lived in the missions and watch New Skills, New Life to learn about new skills and routines introduced to Indians in the missions. They examine text describing daily work in the fields and ranches, how missions aimed to be self-sufficient, the development of ranchos and vaqueros, and the religious and cultural expectations placed on Indians. They then post to a class wall explaining how missions used Texas natural resources to support their community, citing examples from the text.
Teacher MovesClarify the different groups living in the missions and how agriculture, ranching, and irrigation systems relied on local land and water. Highlight how missionaries modified the environment through irrigation and grazing. Prompt students to connect specific examples from the reading and video to their wall responses, and discuss how mission life changed traditional semi-nomadic patterns for many Indian groups.
Students reflect on similarities and differences between the experiences of friars and Indians in the missions. They write two diary entries—one from the perspective of a friar and one from the perspective of an Indian—describing a day on the mission, focusing on work, religious life, and personal feelings about mission life.
Teacher MovesInvite students to share selected diary entries from each point of view and use them to discuss the diversity of Indian responses to the missions. Emphasize that some Indians adopted Spanish beliefs and practices while others preferred their own religions and semi-nomadic lifestyles, and guide students to use details from prior scenes to support their portrayals.
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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