Francisco Vasquez de Coronado Teacher Resources

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Fourth graders read cards about the explorers: Coronado, Lewis, and Clark, Pike, and Long. In this influential expeditions lesson, 4th graders describe and observe explorers who came to Kansas. Students locate main reasons and details as they compare and contrasts the experiences of all four expeditions. Students then read a map and review text features to complete a worksheet. 
Fourth graders discuss the importance of Coronado's expedition through Texas and the trials his men endured during the journey. They view and discuss a map of Coronado's route, the effects of weather on the Great Plains, and Buffalo. They read and discuss Coronado's description of traveling on the Great Plains, surviving a hailstorm, and the betrayal of the Turk, their Indian guide.
Seventh graders comprehend the importance of Coronado's expedition throughout Texas and the trials his men endured during the journey. They comprehend the importance of Coronado's explorations in spreading Spanish influence, through place names throughout Texas.
Sixth graders analyze key European explorers and focus on where and why they explored. They research who sponsored the explorers as well as the accomplishments of the explorers. They discuss the lasting effects of the expeditions in North America.
Sixth graders explore the connection between the geography of America and the migration of the Native Americans to the American continents to the future conquering of the continents by the Europeans. They discuss the causes and effects of western European exploration.
Fourth graders access the Internet using a TrackStar. They research Marcos de Niza, Francisco Vásquez de Coronado, and Estavan the Moor while determining the reasons for Spanish exploration. They examine the Seven Cities of Gold, and read a timeline, before making one of their own.
Dive your class into a reading of Island of the Blue Dolphins with this in-depth study guide. Breaking the novel into three parts, the resource begins each section with a focus activity that identifies a specific theme or question to be addressed in the reading. Learners are then provided with background information, key vocabulary, and a graphic organizer to use while taking notes, before answering a series of five comprehension questions. Each of the three sections concludes with extension ideas for writing and discussing key concepts from the book. Also included are reading guides for five additional pieces of writing that encourage young scholars to expand their learning and make connections between multiple texts. A thorough resource that supports students in reading and understanding this award-winning novel.
Third graders "travel" from Europe to North America as Columbus did. They organize the information into chronoglogical order.
Students listen to a song that teaches the elements of the periodic table and write their own song to be used as an aid in remembering scientific information.
Learners explore early contact between the Hopi and Spaniards. In this social studies lesson, students research the establishment of Spanish missions on Hopi lands and the influences of the Spanish on Hopi culture. Learners write a news script and report on the relationship between the Spanish and the Hopi.
Seventh graders examine Cabeza de Vaca's journal and differentiate between primary and secondary sources. They, in groups, design posters that portray the culture of the Coahuiltecan Indians in Texas during the 16th century.
Students discuss children's rights during wartime and watch public service announcements. After reading excerpts from children's diaries of war, they work in groups to create a storyboard for their own PSA on children's rights during wartime. Groups share their storyboards with the rest of the class.
Middle schoolers map the classroom by marking the movement of the first Americans' migration from Alaska down into North America. To improve their skills in map-reading and sense of direction, students identify physical features of the map and land. Middle schoolers also role-play land-hunger and conquest.
Learners examine the difference between primary and secondary sources by examining the journal of Cabeza de Vaca and creating a poster about the Coahuitecan Indian groups. They portray a scene of the groups in 16th Century south Texas.
Delve into the Age of Exploration with this activity-packed resource! Complete with a pre-test, discussion questions and quiz for a 30-minute video on the period, map activities, timeline of discoveries, vocabulary, etc. this is a goldmine for ideas and activities associated with exploration in the fifteenth and sixteenth centuries.
Engage your fifth graders in a Socratic discussion on the impact European explorers had on Native American culture. Everything is outlined in a highly structured fashion, from what the teacher does, to what the student does. The lesson focuses on students reading and using the included informational text to compose an essay. Some very handy worksheets to help organize the discussion are also included. Note: While the idea of a Socratic discussion is great, the reading passage and writing expectations may be beyond some fifth graders' abilities. Graphic organizers or other scaffolding methods may be needed.
How many famous explorers can you name off the top of your head? Four? Five? Check out this list of 25 of famous explorers from around the world. The learning exercise categorizes explorers by nationality, and includes each explorer's lifespan and famed voyage of exploration. This is the perfect resource for your next class project on the Age of Exploration.
Young scholars compare foods available for the Pilgrim's Thanksgiving with contemporary Thanksgiving foods. After reading information about the first Thanksgiving, pupils create a menu and compute the cost of a turkey dinner, using grocery ads. They write an essay entitled "How to Cook a Turkey." In addition to the language arts portion, class members complete several related math activities.
Students participate in a variety of lessons/activities designed to teach them about Mexico. They discuss the language and the flag of Mexico. Students learn about the celebrations, family values, music and food of Mexico. The final project, a Pinata, ties together different aspects of the unit into a final celebration.
Students examine the influences of the Hispanic groups from Mexico, Cuba and Puerto Rico. In groups, they research the history of Mexico and read excerpts from a book in Spanish to practice their vocabulary. To end the lesson, they write letters to the Embassy of Mexico in New York to ask for information about the Hispanic cultures in the American Southwest.

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Francisco Vasquez de Coronado