Conquistadors

Subject Area: Social Studies (American History)

Grade Level(s): 8th

Duration of Activity: 2 days

Description of Activity:

This is a group activity that allows students to become familiar with Spanish conquistadors as well as the dates and results of their expeditions. Students will work in cooperative groups and use their textbooks as well as other resources to help them complete Microsoft Excel spreadsheets on ten or more Spanish explorers during the time period of the first permanent contacts between Europeans and Native Americans. Additional research on the conquistadors may also be done using the World Wide Web if desired.

Objectives:

• Students will become more familiar with the Spanish conquistadors and their accomplishments.
• Students will improve their computer skills using Microsoft Excel or other spreadsheet program.
• Students will learn to cooperate in groups to accomplish a common goal.

Materials/Equipment:

• Computers with Microsoft Excel—one per four or five students if available
• Textbooks
• Internet access
• Floppy disks to save students’ work
• Printer to give students finished copies of their spreadsheets
• Handout 1: Conquistador Spreadsheet Checklist
• Handout 2: Template for Conquistador Spreadsheet (Optional)
• Microsoft Excel Template for Conquistador Spreadsheet downloadable file

Prerequisites (skills or background needed):

• At least one student in each group should have basic computer skills.
• Knowledge of Microsoft Excel is helpful if students set up their own spreadsheets.

Procedure

Teacher Component: The teacher will:

1. install the template for the conquistador chart onto the computers for the students before class.
2. divide students into cooperative groups of four or five. At least one student in each group should have some basic keyboarding skills.
3. explain to the students where to find the information to complete their Excel spreadsheets as well as the procedure for dividing up the work within the group and entering the information into the computers. Each student should take two to three of the people from the spreadsheet, depending on the number of people in each student group, and find the information for that person.
4. assist student groups as needed as they research the information to put into their Excel spreadsheets and as they enter the information into the proper places on the spreadsheets.
5. assist students as they save their completed spreadsheets to floppy disks and/or print them out.

Student Activities: The students will:

1. work together in cooperative groups to complete an Excel spreadsheet on the Spanish conquistadors using the downloaded file. Handout 2: Template for Conquistador Spreadsheet can be used as a guide. They will divide up the work among the members of the group so that each member is responsible for finding information on at least one person listed on the spreadsheet.
2. use their textbooks, the World Wide Web, and other resources to find information necessary to complete the spreadsheets.
3. share their research with other members of their group and enter that information into the group spreadsheet.
4. save the group spreadsheet to floppy disks.
5. print a hard copy of the spreadsheet.

Accommodations:

• Students with limited academic and/or technology skills may work with other students in their groups to find the information on their assigned conquistador.
• Students with certain disabilities may find it difficult to key their information into the Excel spreadsheet. Another student in the group could key their findings in for them if assistive technology is not available.

Extension Activities:

• Students could be allowed to create their own spreadsheets using Microsoft Excel or another spreadsheet program.
• Students could select a conquistador from their Excel spreadsheet to research further and compose a report on this conquistador using a word-processing program.
• Students could create a Microsoft PowerPoint presentation about a conquistador from the spreadsheet.
• Students could create a Microsoft PowerPoint presentation to use as a review of the information gathered on the spreadsheets.

Integration:

• Social Studies
• Technology

Assessments:

1. Teacher Observation—cooperation and participation
2. Handout 1: Conquistador Spreadsheet Checklist

URLs:

• The Columbus Navigation Homepage
  http://www1.minn.net/~keithp/index.htm
• Kids Domain - Columbus Day
  http://www.kidsdomain.com/holiday/columbusday.html
• Coronado
  http://www.lsjunction.com/people/coronado.htm
• New Perspectives on the West
  http://www.pbs.org/weta/thewest/people/
• Ferdinand Magellan
  http://www.mariner.org/age/magellan.html

Curriculum Frameworks

Mississippi:

Eighth Grade

1. Explain how geography, economics, and politics have influenced the historical development of the United States in the global community. (C, H, G, E)
2. Examine the exploration and colonization periods of the United States.
4. Analyze spatial and ecological relationships between, people, places, and environments using social studies tools (e.g., timelines, maps, globes, primary and secondary resources, charts, political cartoons, graphs, a compass, technology, etc.). (C, H, G, E)
2. Trace the exploration and expansion from the Old World to the New World.
7. Examine the interaction of individuals, families, communities (microeconomics), businesses, and governments (macroeconomics) and the potential costs and benefits to the United States economy. (G, E)
1. Compare and contrast the economic factors that led to the development of America (e.g., exploration, colonization, immigration, sectionalism, industry in the North vs. agriculture in the South, tariffs, etc.).

National Educational Technology Standards (NETS):

5. Apply productivity/multimedia tools and peripherals to support personal productivity, group collaboration, and learning throughout the curriculum (3, 6)
6. Design, develop, publish, and present products (e.g., Web pages, videotapes) using technology resources that demonstrate and communicate curriculum concepts to audiences inside and outside the classroom. (4, 5, 6)

TerraNova:

26 Geographic Perspectives (Level 11-21/22)
Demonstrate an understanding of concepts and process skills related to the study of the world’s people, places, and environments, and their interactions over time.

Construct answers, use geographic tools, and create solutions or products using inquiry skills and knowledge related to geographic perspectives.

27 Historical and Cultural Perspectives (Level 11-21/22)
Demonstrate an understanding of concepts and process skills related to the study of time, continuity, and societal change throughout history.

Construct answers and create solutions or products using inquiry skills and knowledge related to historical and cultural perspectives.

Link and Feedback to Author(s):

Tim West, Tupelo Middle School, Tupelo, MS
wwtimbo@hotmail.com