Students learn about the age of contact and the motivations that drove the Spanish conquistadors on their expeditions to the New World: gold, God, and glory.
Students learn about the age of contact and the motivations that drove the Spanish conquistadors on their expeditions to the New World: gold, God, and glory.
Students are introduced to the Age of Contact and the idea of Spanish conquistadors. After viewing an image of Hernando De Soto and other conquistadors seeing the Mississippi River for the first time and learning that conquistador means “conqueror,” they respond to a word cloud prompt by suggesting, in a word or short phrase, what they think the conquistadors came to conquer in the Americas.
Teacher MovesPresent the lesson overview and objectives, clarify the meaning of the term conquistador, and encourage students to share initial ideas about what was being “conquered,” noting that responses may focus on land, peoples, or natural resources. When participation goals are met, unlock the next scene.
Students review background text about King Ferdinand and Queen Isabella’s sponsorship of Columbus’s 1492 voyage and respond to a word cloud about what Columbus was seeking. They then read explanatory text about “Gold” (wealth) and “God” (religion) as motivations for European exploration and colonization, including Spain’s desire for new trade routes, resources, and converts to Catholicism, and watch the video Spanish Silver to see how precious metals from the Americas enriched Spain. Students answer a multiple-choice question about why Europeans felt compelled to spread Christianity to Native Americans. After reading about “Glory” as a motive—how exploration and conquest increased a nation’s power and prestige—and being directed to read more in Gold, God, and Glory, they complete a shared table by giving an example from any historical period in which a country’s exploration brought glory.
Teacher MovesPrompt students to recall or infer Columbus’s goals, guiding them toward geographic destinations and trade routes. Clarify the three motives of gold, God, and glory as they appear in the text and video, and support students in distinguishing religious, economic, and political motivations. Use the multiple-choice question to surface and correct misconceptions about religious motives. Provide or discuss examples of exploration that brought national glory (such as Columbus’s voyage or the U.S. moon landing) to model the type of responses expected in the table, and then unlock the next scene when students have contributed.
Students complete a graphic organizer with sections for Gold, God, and Glory, explaining each term in their own words and describing how it served as a reason for Spanish exploration and colonization. They then read Age of Contact, 1519–1689 to connect these motives to specific events and developments in Texas and the broader region. Finally, they post to a class wall revisiting the original question from Scene 1—what the conquistadors came to conquer in the Americas—now using their deeper understanding to refine or expand their earlier ideas.
Teacher MovesGuide students in articulating clear, accurate explanations for each motive in the graphic organizer, using the provided teacher examples as needed for support or clarification. After students read about the Age of Contact, prompt them to connect the motives of gold, God, and glory to concrete historical examples. As students respond on the wall, accept all reasonable interpretations of what was being conquered (people, land, resources, or rival powers), and highlight particularly insightful or varied responses to share and briefly discuss with the class before moving on.
Students imagine themselves as Spanish conquistadors on an expedition to Texas in the mid-1500s. They write a letter to their family explaining why they joined the expedition, whether it was a success or failure, and why, drawing on the motives of gold, God, and glory and on what they have learned about the Age of Contact. After posting their letters to a shared wall, they read classmates’ letters and respond to at least two with a question or a positive comment.
Teacher MovesEncourage students to incorporate historical details and the three motives into their letters, emphasizing perspective-taking and clear explanation of success or failure. Monitor the wall to ensure students are providing thoughtful, respectful feedback to peers, and, if needed, model effective questions and comments. When students have completed writing and responding, unlock the next scene.
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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