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Lesson Plans for the New Mexico History Museum Exhibition a Limited Chart of the Northern Coasts and Seas of California, [1775]

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Lesson Plans for the New Mexico History Museum Exhibition a Limited Chart of the Northern Coasts and Seas of California, [1775] Lesson plans for the New Mexico History Museum exhibition A Limited Chart of the Northern Coasts and Seas of California, [1775] The data on this chart are from the observations and measurements made by Juan Francisco de la Bodega y Quadra, commandant of the schooner Sonora, and by the pilot Francisco Antonio Mourelle, on the journey of discovery made by order of Viceroy Antonio María Bucareli y Ursúa in 1775. Created for: NEW MEXICO HISTORY MUSEUM Overview Education: ERICA L . GARCÍA The Threads of Memory: Spain and the United States (El Hilo de la Memoria: España y los Estados Unidos) gives classroom teachers a chance to help students understand the Lesson plans: PROFESSOR REBECCA SANCHEZ importance of Spain in the development of what is now the United States. Using UNM College o f Education primary documents from the exhibition, students can explore what Spanish explorers MERCEDES VALENZUELA saw and experienced. UNM College o f Education AARON TAYLOR UNM College o f Education The Threads of Memory, an exhibition produced by the Archivo General de Indias in Sevilla, Spain, will travel to three U.S. museums in 2010 and 2011. An historic entity itself, Additions and Editing: the Archivo General de Indias holds more than 80 million pages of documents that ERICA L . GARCÍA , NMHM cover more than three centuries of Spain’s history in this country. KATE NELSON , NMHM JOSEF DÍAZ , NMHM RENÉ HARRIS , NMHM The exhibition’s U.S. debut will be at the New Mexico History Museum from October 2010 to January 2011. This represents the first time that many of these rare documents of Spanish Design: and U.S. history have been gathered into one place outside of Spain. They provide NATALIE BACA , NMHM a far-ranging survey of the Spanish settlements in North America and speak to the Funded by: importance of the Hispanic roots of U.S. cultures. This exhibition will change American perspectives on our founding history, shifting our nation’s origins from Colonial New England to the south and west. NEW MEXICO HISTORY MUSEUM 2 Overview, continued Goal Goals include analyzing 16th- to 18th-century images from Spanish explorers and officials and drawing conclusions based on visual evidence (e.g., written letters, drawings, and maps) that explorers sent back to Spain to document their first contact in North America. These documents included information about geography/topography, wildlife, and contact with indigenous peoples. Historical references will be made through various activities (e.g., writing and drawing). Document with Coat of Arms of Student Learning Diego Rodríguez, [October 7, 1540] Students will examine a series of drawings, maps and letters from the exhibit. After The coat of arms of Diego Rodríguez, a citizen of Cuzco, discoverer observing each drawing and placing it in its appropriate century, they will compare of Florida with Lucas Vázquez and contrast the images and write personal interpretations. de Ayllón, and peacemaker in the province of Higueras and the cape of Honduras. Preparation Understanding the discoveries of the first explorers through primary analysis will be a gateway for the research of historical records. Teaching with primary documents encourages the learning of history firsthand. Website The Threads of Memory is based on an outstanding collection of more than 130 documents highlighting the history of Spanish exploration, colonization, and diplomacy in North America, from the earliest explorers in the 1500s to the diplomats who helped America win the Revolutionary War. The website accompanying the exhibition extends the life of these rare documents beyond their short visit to the United States. As a continuation of the exhibition, the website will show the reach of Spain across North America through historic documents, maps, and drawings of the Spanish exploration and colonization of Florida, Louisiana, Texas, New Mexico, Arizona and California. The bilingual website has tremendous appeal to residents and educators of states that were once Spanish possessions and to New Mexicans for whom the Camino Real is a particularly strong symbol of cultural heritage and linguistic pride. NEW MEXICO HISTORY MUSEUM 3 Military Uniforms Then and Now GRADE LEVEL 6th and 8th Pre-writing activity BENCHMARKS AND These two pictures depict uniforms worn by Spanish military forces that traveled to STANDARDS the United States during the 18th century. Look at the pictures again. Do you think these 1-A soldiers were well prepared to protect and serve their country thousands of miles away 1-B from their home country (Spain)? 1-D Writing activity ESTIMATED TIME 1 hour Place yourself in the 18th century. What if you led an expedition to another country miles away from home? What would your uniform look like? How would you get to your destination MATERIALS (transportation)? What type of weapons, food and supplies would you take with you? Internet access and Briefly explain why you would choose to take these items and your choice of uniform. exhibit pictures World map Modifications Pencils and colored pencils Provide for second language learners (ELL’s) a copy of vocabulary words in Spanish, Current picture of U.S. soldier pair ELL’s with a bilingual student to help them respond orally instead of in writing. ( you can use the one found here: http://www.strategy page.com/military_photos/ Goal military_photos_2004616. Military uniforms are important in our history. We can see they have differences aspx ) in their significance today. Students can explore the symbolism found in military uniforms by comparing and contrasting the images provided. Drawing paper Pre-activity VOCABULARY Primary Document What did Spanish soldiers wear as a military uniform? What does it mean to wear Uniform a uniform? What type of weapons did they travel with and bring to North America? Frontier Study each drawing for two minutes. Form an overall first impression of the drawing. Spain Who do you think they are? In what historical context can you place them? Archive Then examine individual items (e.g., describe what they are wearing) and determine Library what function those items might serve. Procedure 1. Based on what you have observed in the drawings, what questions do these drawings raise in your mind? Have students list at least six questions. NEW MEXICO HISTORY MUSEUM 4 Military Uniforms Then and Now, continued 2. Where can you find the answers to these questions? List the places you would look for the answers to these questions. 3. Using a Venn diagram (find a sample here: http://www.eduplace.com/graphicorganizer/ pdf/venn.pdf), describe the similarities with and differences between the drawings of the U.S. soldier and the Spanish soldier. Look at the drawings and list as many differences and similarities as you can find in the Venn diagram. Detail: Cavalry Uniform Design Drawn by Ramón Murillo, 4. Now draw yourself with these items and share the pictures with your peers. As a class, [August 26, 1804] categorize your pictures from the most to the least practical. Mounted forces stationed along the northern frontier of New Spain were Assessment known as “leather-jacket” soldiers because of the up to seven layers of Have students come back together and discuss some of their answers. Encourage students leather they wore instead of armor. to explain why they responded as they did and turn their work in for evaluation. NEW MEXICO HISTORY MUSEUM 5 Military Uniforms Then and Now, continued Cavalry Uniform Design Drawn by Ramón Murillo, [August 26, 1804] Mounted forces stationed along the northern frontier of New Spain were known as “leather-jacket” soldiers because of the up to seven layers of leather they wore instead of armor. NEW MEXICO HISTORY MUSEUM 6 Military Uniforms Then and Now, continued Uniform Design for the Fixed Infantry Regiment of Louisiana, [1785] NEW MEXICO HISTORY MUSEUM 7 Mapping the Unknown GRADE LEVEL Pre-writing activity 6th and 8th In pairs have one student verbally describe how to get from school to their house while the other draws a map of the journey. How does the description match up to the drawing? BENCHMARKS AND STANDARDS Writing activity 1-A 1-B Place yourself in the 17th century. What if you led an expedition to another country miles 1-D away from home? What would you use to record what you see? How would you get to your destination (transportation/directions)? What kind of map would you design to help others ESTIMATED TIME find their way around? 1 hour Modifications MATERIALS Internet access and Provide for second language learners (ELLs) a copy of vocabulary words in Spanish, exhibit pictures pair ELLs with a bilingual student to help them respond orally instead of in writing. World map Pencils and colored pencils Goal VOCABULARY Maps are important in our history. The maps provided in this lesson are very different from Primary Document the kinds of maps we use today. Explore the symbolism found in a these maps to interpret Map what these travelers were experiencing on their journeys. Take note that the map is oriented Cartographer with east being the top and west the bottom. Why would a map maker do this? Frontier Nueva España (New Spain) Essential questions Topographic political map key What type of map is this? How would you interpret this map? Pre-map history The teacher introduces vocabulary and gives a brief explanation about this map from New Spain during the 17th century. The teacher talks about what information is important to include in the map. Procedure 1. Observations Observe the map for approximately three minutes and identify the physical qualities of the map. NEW MEXICO HISTORY MUSEUM 8 Mapping the Unknown, continued Compass Handwritten or painted Date Notations Name and map maker Title Map analysis Answer the following questions as you observe the map.
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