Cabeza de Vaca Meets the Coahuiltecans

Learners read a journal from Cabeza de Vaca on his journey through what would become known as Texas. Using this information, they create a poster portraying the cultures of the Coahuiltecan Indian groups in Texas. They answer research...

Seventh graders study Cabeza de Vaca and determine the difference between primary and secondary sources.  For this Texas history and evidence lesson, 7th graders learn about the Coahuiltecan culture

Students research Cabeza de Vaca and other conquistadors. They review how names were given to Alvar Nunez Cabeza de Vaca's family and discuss the achievements, risks, experiences, and characteristics of de Vaca. They write an acrostic...

While cities had only a small fraction of the population in colonial America, they played a significant role in pre-revolutionary years, and this was certainly true for the largest city in the North American colonies: Philadelphia. Your...

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 worksheet categorizes explorers by nationality, and includes each explorer's lifespan...

The student will learn how ranchers on the western frontier helped saved the bison from extinction.Hand out student worksheets. Have students read the information about bison on Student Worksheet A before completing Student Worksheet...

Students explore the history and domestication of the Bovidae family and their importance to our prairie ecosystem. Using a map of the United States, students located the American Great Plains. They complete worksheets and discuss...

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.

Students perform research about the first Spanish explorers to come to the Americas. The students undertake a variety of activities to better comprehend this time period in history.

Students examine the movement of the Bison over the land bridge. In groups, they use the events to put them into the correct sequence. They apply measurement to chronological time and read more information about the land bridge.