Students learn about the goal and structure of Spanish missions and presidios. Next they explain the role of the missions and presidios in the Texas land conflict between Spain and France. Then they examine the reasons for the decline of these institutions.
Students read an introduction to Spanish missions and presidios in Texas and view an image of Mission Espada Church. They then search online for an image of a typical fort, upload it to a shared canvas, and examine classmates’ images. Finally, they post to a collaborative wall explaining what makes a “good” fort based on the common features they observe.
Teacher MovesPresent the lesson overview and objectives, connecting this experience to prior learning about Spanish settlement. Guide a brief discussion about forts, emphasizing the meaning of the word “fort,” typical structural features such as high protective walls, and the idea of forts as strong, enclosed compounds that can house civilians or soldiers.
Students read Spanish Missions and Presidios and the introductory section of The Spanish Missions in Texas to learn about the purposes and characteristics of missions and presidios. As they read, they complete a two-column graphic organizer, recording key facts about missions on one side and presidios on the other. They then complete a drag-and-drop activity matching each institution to its definition.
Teacher MovesPrompt students to use the articles to distinguish clearly between missions and presidios and to capture specific details in the organizer. If students struggle with the drag-and-drop definitions, explicitly review how missions functioned as religious communities led by priests and Native Americans, while presidios were government-established forts housing soldiers that defended Spanish territory and protected missions.
Students read background text explaining how Spain and France both claimed Texas and how missions and presidios, including Los Adaes, were used to secure Spanish control and monitor French activity. They then access The Spanish Missions in Texas and read the sections “Return to East Texas” and “Southeast Texas” to deepen their understanding. Using this information, they post to a class wall explaining in their own words the role of missions and presidios in the land conflict between Spain and France in Texas.
Teacher MovesClarify how missions and presidios helped Spain assert and defend its territorial claims, especially in disputed eastern Texas, and how their presence limited French expansion. Use guiding questions and discussion to help students connect the institutions to broader geopolitical conflict and to the eventual resolution of French claims after the French and Indian War.
Drawing on the earlier readings and, if needed, revisiting the linked articles, students respond on a class wall to the question: Why did the Spanish gradually stop supporting the presidios and the missions? They explain reasons for the decline of the mission-presidio system by the late 1700s.
Teacher MovesHighlight and share strong or insightful student responses to prompt whole-class discussion. Explain that the mission-presidio system was costly to maintain, that Spain’s priorities shifted once the French threat was removed, and that missions were gradually secularized with assets distributed to converted Native Americans. Note the shift of the Texas capital from Los Adaes to San Antonio as part of this transition.
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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