THE SPANISH COLONIZATION OF NEW MEXICO:

UNIT PLAN PROPOSAL FOR

THE SECOND GRADE LEVEL

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Title:  “THE SPANISH COLONIZATION OF NEW MEXICO”

 

             I.      INTRODUCTION:

 

The study of history can and will make people aware of several important aspects about the whys and wherefores of the way the world is today.  One such important aspect that should, and can be learned through the study of history is the understanding that the past is a series of events - each with its own causes, and each generating effects.  This more general insight of a cause and effect relationship can then be applied using several different approaches.  On a large scale, but not the grandest by any measure, students need to learn how that the United States of America, like other nations on the planet Earth, is a product of past events.  Furthermore, students who have learned this concept should be able to expand on this concept and apply it to the bigger and smaller entities, not only the ones that mankind has knowledge of but also those that are yet to be discovered.  The known entities that exist on the larger scale are:  the Earth one of the planets in the Solar System, the Sun, and other stars, the Solar System, the Galaxy, and the Universe.  The known entities that exist on the smaller scale are:  the fifty states of the United States of America, the counties of those states, the cities, towns and villages in those counties, the local communities, the schools, and the people of those local communities, and even down to the smallest known particles. (These known and unknown entities shall be the focus for other unit plans, but to accomplish the general purposes of this unit plan the links from the big to the small needs to be expressed.)  The subject mater of this unit concerns how the Spanish Conquistadors colonized the region now know as New Mexico.

 

Sometimes students are uninterested the record of events that occurred long ago, and fail to understand there is a chain connecting all of the past to the present.  Thus, the cause and effect relationship it is a very important aspect for students to learn.  It is necessary that students study all known history to some degree in order to understand the past causes that produced the present effects. The state of New Mexico, the forty-ninth state to become one of the fifty states of the United States of America, has a rich and diverse history.  As students learn this history they should be able to see just how strong the cause and effect relationship can be as it becomes evident just how much New Mexico has grown to be a product of past events. Then the cause and effect can be shown to have a more personal relevance when the students are taught that the past has helped to mold and shape their individual lives and caused them to grow into the human beings that they are today.  Therefore, throughout this unit plan the ideas of “Reflection” should be continually repeated to the students, and the students can be given some of the following questions to help them to generate and practice the reflective process.

·        Why do I want to do what I am doing?

·        Are those around me better off because of my presence?

·        Do I celebrate my successes in a positive and productive way?

·        Do I learn from the past?

·        Am I evolving and improving?

·        Am I forming, and achieving my vision?

·        Should I keep doing those things that I have been doing?

·        What are the results of my own self-evaluation and self-assessment?

Students should also be taught about those things that might block the desire for reflection:  pride, fatigue, failure, conditioning, rat race, life, and ego.

 

Thus, when students learn the concept of the cause and effect relationship, the importance of reflection, and combine these ideas with knowledge form other disciplines they should begin to be able to understand the importance of history lessons.  While this may not relieve all of the boredom that some students might experience when studying history, it may help those students to tolerate the process and actually begin to benefit from the enrichment that understanding the past can bring to their lives.  In the last unit the students were taught how the Native Americans had settled in the different areas that are now know as New Mexico.  The students were taught that these events had several different causes, and also diverse effects.  In this unit the students will be learning about how the Spanish Conquistadors colonized this region, and then tracing how one event led to another in a series of actions and reactions.  Students can also learn how this colonization was similar to, and different from the English colonization in the “New World” that led to the forming of the United States of America.  Finally, students can learn, and practice valuable critical thinking skills that will prepare them to act as responsible citizens of the United States of America.

Looking back – Looking Forward

            Our first unit plan dealt with the Native Americans who had settled in New Mexico long before the Spanish had begun to explore the “New World”.  The next unit plan was dealing with how the Spanish had started exploring the “New World”, how they had starting making colonies in what is now known as Latin America.  The students have been learning the basics about using computers and are going to be receiving instruction on how to make a multimedia presentation, Internet research, documents and templates, and E-mail.  When this unit concludes there may be time for the students to publish their completed work on student web sites and/or brochure.

 

           II.      AIMS AND OBJECTIVES:

A.     General Purposes – By the end of the unit, students will be able to:

1.      Describe and analyze major historical factors in the development of New Mexico

2.      Discuss the nature and effects of change on societies and individuals

3.      Identify important people and events in order to analyze significant patterns, relationships, themes, ideas, beliefs, and turning points in New Mexico, United States, and world history in order to understand the complexity of the human experience

4.      Discuss how physical, natural, and cultural processes influence where people live, the ways in which people live, and how societies interact with one another and their environments

5.      Perform internet research

6.      Create a multimedia presentation

B.      Specific Purposes – By the end of the unit, students will be able to:

1.      Explain and describe these concepts:

a.       The reasons for the colonization of New Mexico

b.      How contemporary and historical people and events have influenced New Mexico communities and regions

c.       Time passage and chronology

d.      The concept of location by using and constructing maps, globes, and other geographic tools to identify and derive information about people, places, and environments

2.      Appreciate and form an attitude regarding:

a.       The importance of exploration of their surroundings

b.      The courage and dedication of those who colonized our state

c.       The interactions between the natives and the colonist

d.      How the Spanish policy of colonization was different than the English policy

3.      Acquire or strengthen these skills and abilities:

a.       Utilization of high-order thinking skills (i.e. analyzing and synthesizing information)

b.      Map reading and graph reading

c.       Analyzing and synthesizing information from primary source documents

d.      Analyzing and synthesizing information from internet websites

e.       Learning and working with peers through cooperative learning

f.        Use of multimedia applications

C.     Targeted state standards:

1.      Strand: History Content Standard I: Students are able to identify important people and events in order to analyze significant patterns, relationships, themes, ideas, beliefs, and turning points in New Mexico, United States, and world history in order to understand the complexity of the human experience.

2.      Strand: Geography Content Standard II: Students understand how physical, natural, and cultural processes influence where people live, the ways in which people live, and how societies interact with one another and their environments.

3.      Career Readiness Content Standard IV: Students will develop and demonstrate responsible and ethical workplace behavior.

D.     Targeted state benchmarks:

1.      K-4 Benchmark I-A—New Mexico: Describe how contemporary and historical people and events have influenced New Mexico communities and regions.

a.       Describe how historical people, groups, and events have influenced the local community.

2.      K-4 Benchmark II-A: Understand the concept of location by using and constructing maps, globes, and other geographic tools to identify and derive information about people, places, and environments.

a.       Use a variety of maps to locate specific places and regions.

b.      Identify major landforms, bodies of water, and other places of significance in selected countries, continents, and oceans.

3.      K-4 Benchmark I-D—Skills: Understand time passage and chronology.

a.       Correctly sequence historical events.

4.      Career Readiness K-4 Benchmark:  Students will interact appropriately with other students; apply and demonstrate good study and work habits.

E.     Targeted TESOL standards:

1.      Goal 1, Standard 1:  To use English to communicate in social settings: Students will use English to participate in social interactions.

2.      Goal 1, Standard 2:  To use English to communicate in social settings: Students will interact in, through, and with spoken and written English for personal expression and enjoyment.

 

F.      Targeted TESOL Descriptors:

1.      Sharing and requesting information.

2.      Expressing needs, feelings, and ideas.

3.      Using nonverbal communication in social interactions.

4.      Getting personal needs met.

5.      Engaging in conversations.

6.      Conducting transactions.

 

G.    Targeted Sample TESOL Progress Indicators:

1.      Engage listener's attention verbally or nonverbally.

2.      Volunteer information and respond to questions about self and family.

3.      Negotiate solutions to problems, interpersonal misunderstandings, and disputes.

 

        III.      OUTLINE OF SUBJECT MATTER

A.       Juan de Oñate awarded contract to explore and colonize New Mexico (First Day of Unit Plan) A=1

1.      Terms of contract explained

2.      Definitions and explanation of contracts

3.      Students begin work on PowerPoint® presentation about who they are

4.      Students are divided up into groups and explain guidelines for Cooperative Learning Group Approach

B.       Oñate’s caravan assembles at Compostela, Mexico, in January, 1598 (Second Day of Unit Plan) B=2 *FOR THIS DAY I HAVE PREPARED A SINGLE LESSON

1.      Description of composition of caravan

2.      Discuss exploration

3.      Discuss teamwork

4.      Continue to form groups by doing a trust building exercise with their groups members

5.      Students continue working on PowerPoint® presentation about who they are

C.       The expedition advances north towards New Mexico (Third Day of Unit Plan) C=3

1.      Pauses near present-day Ciudad Juarez In April, 1598

2.      Oñate took formal possession of the province in the name of King Felipe of Spain

3.      Our group journey begins as each group receives contracts to explore how other states were settled

4.      Students continue working on PowerPoint® presentation about who they are

D.       The expedition advances north along the Rio Grande Valley (Fourth Day of Unit Plan) D=4

1.       Oñate pauses at each Indian settlement

2.      Oñate obtains the inhabitants' formal allegiance to their new king and a new God.

3.      Students are taught about Web quest and Search engines.

4.      Student presentations about who they are begin

E.        An advance party of the expedition arrives at the northern New Mexico Tewa village of Ohkay Owingeh On July 11, 1598 (Fifth Day of Unit Plan) E=5

1.      Discuss location of this village

2.      Students should be taught about maps

3.      Discuss how the inhabitants of this village and other villages might have felt about the Oñate Expedition

4.      Groups should meet to discuss progress of research

5.      Student presentations about who they are continue

F.        Oñate Expedition stops at Ohkay Owingeh  (Sixth Day of Unit Plan) F=6

1.      Oñate renames the village San Juan de Los Caballeros

2.      Oñate establishes the first Spanish capital of New Mexico

3.      Discuss how people in New Mexico commemorated its Cuarto Centennial in 1998

4.      Discuss the importance of governments having a capital

5.      Groups should meet to discuss progress of research

6.      Student presentations about who they are continue

G.       Oñate its first governor of New Mexico (Seventh Day of Unit Plan) G=7

1.      Discuss the Governor’s job description

2.      Discuss the current Governor of New Mexico

3.      Discuss other jobs that are like the Governor’s job

4.      Groups should meet to discuss progress of research

5.      Student presentations about who they are continue

H.       Historical perspective (Eight Day of Unit Plan) H=8

1.      Jamestown, Virginia, the first permanent English settlement in the United States was founded in 1607 – nine years later

2.      St. Augustine, Florida was the first permanent Spanish settlement in what is now U.S. territory. 1565 –thirty-three years earlier

3.      Groups should meet to discuss progress of research

4.      Student presentations about who they are continue

I.          Spanish relocated their settlement (Ninth Day of Unit Plan) I=9

1.      To the village of Yunque

2.      Village renamed San Gabriel

3.      Spanish only stayed at San Juan de Los Caballeros for two months

4.       Groups should meet to discuss progress of research

5.      Student presentations about who they are continue

J.         Santa Fe was established and the seat of government moved there in 1610 (Tenth Day of Unit Plan) J=10

1.      Discuss how that this is the oldest capital city in the United States

2.      Groups should meet to discuss progress of research

K.      Spanish settlements was established along the Rio Grande (Eleventh Day of Unit Plan) K=11

1.      Socorro in the south

2.      Taos Valley in the north

3.      Groups should meet to discuss progress of research

L.        New Mexico grows slowly at first (Twelfth Day of Unit Plan) L=12

1.      1680 fewer than 3000 Spanish inhabitants in the entire province

2.      Discuss current population trends

3.      Groups should meet to discuss progress of research

M.     Challenges to Spanish rule in New Mexico (Thirteenth Day of Unit Plan) M=13

1.      Spanish intolerance of Pueblo religious practices

2.      Cause for several unsuccessful revolts against the Spanish during this period

3.      Groups should meet to begin work on multimedia presentations of research

N.      Challenges to Spanish rule in New Mexico (Fourteenth Day of Unit Plan) N=14

1.      Spanish persistent abuse of Indian labor

2.      Causes several unsuccessful revolts against the Spanish during this period

3.      Groups should meet to begin work on multimedia presentations of research

O.      Challenges to Spanish rule in New Mexico (Fifteenth Day of Unit Plan) 0=15

1.      Spanish systematic destruction of Pueblo kivas

2.      Spanish suppression of dances and other ceremonial practices important to the Pueblo's belief system

3.      Groups should meet to continue work on multimedia presentations of research

P.        Challenges to Spanish rule in New Mexico (Sixteenth Day of Unit Plan) P=16

1.      Pueblo unrest reaches a critical point in the 1670's

2.      Pueblo crops are devastated by a persistent drought

3.      Pueblo people harmed by Apache raids

4.      Groups should meet to continue work on multimedia presentations of research

Q.      Events leading up to the Pueblo Revolt (Seventeenth Day of Unit Plan) Q=17

1.      Pueblos placed the blame for their plight on the Spanish disruption of their religious practices

2.      47 Pueblo caciques or arrested in

3.      4 of these were hanged the rest were beaten

4.      Popé was among those priest that were beaten

5.      Popé organizes an uprising which eventually expelled the Spanish from New Mexico

6.      Groups to begin giving multimedia presentations of research

R.       The Pueblo Revolt (Eighteenth Day of Unit Plan) R=18

1.      Revolt begins on August 10, 1680

2.      . On August 21, nearly one thousand refugees cautiously withdrew from the capital of Santa Fe

3.      Groups to continue giving multimedia presentations of research

S.        The Reconquista of New Mexico (Nineteenth Day of Unit Plan) S=19

1.      Diego de Vargas Zapata Lujan Ponce de Leon was appointed Governor of New Mexico in 1690

2.      Reenters New Mexico on August 17,1692

3.      Most of New Mexico returned to Spanish rule by the end of 1692

4.      Groups to continue giving multimedia presentations of research

T.        New Mexico Re-colonized for the Spanish (Twentieth Day of Unit Plan) T=20, U=21, V=22, W=23, X=24, Y=25, Z=26

1.      By the end of the Seventeenth-century Spain control over New Mexico was firmly established

2.      Groups to continue giving multimedia presentations of research

3.      Wrap up

4.      Review

 

 

       IV.      POSSIBLE METHODS OF INITIATING THE UNIT

A.       Instructor multimedia presentation

1.      Gives an over view

2.      Shows a model for the presentation

3.     Introduces Topic

4.      Offers different teaching strategies to appeal to the different learning styles

B.       Furnish all students with appropriate and necessary resources

1.      Guidelines and agendas

2.      Opportunities to review instructor’s presentation

3.      Rubrics and exact expectations

 

         V.      SUGGESTED ACTIVITIES AND CORRELATIONS

A.       Cooperative learning

B.       Field trip to museum

C.       Role playing

D.       Analyzing cause-and-effect relationships

E.        Primary source document analyses

F.        Creating charts, graphs, maps, and multimedia presentations

G.       Class discussion

H.       Cross content lesson plans that links math, spelling, reading, science, vocabulary, music, art, and etc to this unit.

I.          Cryptogram code letters A-B = Numbers 1-28 Find the clues to more action.

 

       VI.      SUGGESTED METHODS OF EVALUATION

A.       Class work

1.      Cooperative learning exercises

a.       Group accountability report

b.      Individual accountability report

c.       Group multimedia presentation

2.      Role-playing

3.      Participation

a.       Group discussion

b.      Class discussion

B.       Assessment Devices

1.      Rubrics

2.      Guided reading

3.      Oral quizzes

4.      Guided writing

5.      Self Assessment

       VII.      Modifications

A.     For students with physical disabilities

1.      Use a buddy system

2.      Use alternate means of communications for hearing or visually impaired

B.     For students who have to go to resource centers away from the main classroom:

1.      Allow them time to go through these routines while the other students are working on personal presentations

2.      Give them extra time to complete projects

C.     For gifted students:

1.      Have them be the instructor’s Lieutenants

2.      Allow them to work ahead

D.     Overall:

1.      Try to have high achievers mixed with low achievers

E.      ESL/Bilingual:

1.      Use Drama

a)      Create a play.

b)      Allow students to experience different parts

2.      Prepare entire lesson in Spanish

3.      Use Role Play

4.      Use story telling

5.      Use the Web Quest Our Own State:  New Mexico

a)      Use of the multi-media presentations

b)      Students begin work on PowerPoint® presentation about who they are

c)      Use of a class Web Page

 

  VIII.      BIBLIOGRAPHY

 

Torrez Robert J. (former New Mexico State Historian) (200)  A Cuarto Centennial History of New Mexico  Retrieved May 7, 2003 from the World Wide Web:   http://www.nmgs.org/artcuar.htm

 

 

Glancy, Kelly Ann   (1996)   (This Document Served as a Template for my unit plan) FROM REVOLUTION TO REPUBLIC: UNIT PLAN PROPOSAL FOR THE SEVENTH GRADE LEVEL.  Retrieved May 1, 2003 from the World Wide Web:   http://www.mandia.com/kelly/lessonplan.doc

 

Goethals, M. Serra.,  Howard, Rose A. (2000).  Student Teaching: A Process Approach to Reflective Practice.  Columbus, Ohio:  Prentice Hall, Inc.