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Page 1: Title : European Exploration Key Wordsarchives.lessoncorner.com/55c100f48d2d918f5.pdf · Title : European Exploration ... Spain, Portugal, France, England, “God, Glory, Gold”

Title: European Exploration Lesson Author: Tommy George Key Words: Columbus, Balboa, De Soto, Coronado, Da Gama, Magellan, Cabot, Hudson, Champlain, LaSalle, Exploration, Spain, Portugal, France, England, “God, Glory, Gold” Grade Level: 6th Time Allotted: 1-hour class period

Rationale/ Purpose (so what?)

To review the information of European Exploration for students, helping them analyze the key explorers, focusing on where and why they explored, who sponsored their journey, and what were their accomplishments (motivation, obstacles, accomplishments, conflict), globally connecting their journeys to their country’s future endeavors and global impacts of their desire for exploration.

Key Concept(s) include definition: Northwest Passage – Route that European explorers searched for to find away around North America to reach India/Asia “New World” – name for North American given by the first European explorers to America Louisiana Territory – area claimed by LaSalle on his voyage to parts of the Mississippi River and up to Canada that would eventually become the part of the U.S. “Seven Cities of Gold” – Area explored by Coronado in his journey to parts of present day Arizona, New Mexico, Texas and Oklahoma where he was searching for a city where he would find large quantities of gold Moluccas – Term for the Spice Islands in the Philippines on Magellan’s route around the world San Salvador – Area of the Caribbean where Columbus landed in America God – Spread of religion (Christianity) Glory – Conquest and acquisition of territory for one’s country

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Gold – Economic wealth through gold or other natural resources

NCSS Standard(s) SOL Information (As written in the Virginia SOL “Curriculum Framework” for the grade level)

NCSS Theme (s) with indicators: People, Places, and Environments

• enable learners to construct, use and refine mental maps of locales, regions, and the world that demonstrate their understanding

of relative location, direction, size, and shape;

• have learners create, interpret, use, and distinguish various representations of Earth, such as maps, globes and photographs, and

use appropriate geographic tools such as atlases, data bases, systems, charts, graphs, and maps to generate, manipulate, and

interpret information;

• teach students to estimate and calculate distance, scale, area, and density, and to distinguish spatial distribution patterns;

• help learners to locate, distinguish, and describe the relationships among varying regional and global patterns of geographic

phenomena such as landforms, climate, and natural resources;

• ask learners to describe how people create places that reflect culture, human needs, current values and ideals, and government

policies;

• challenge learners to examine, interpret, and analyze the interactions of human beings and their physical environments;

SOL: USI.4a- The student will demonstrate knowledge of European exploration in North America and West Africa by describing the motivations, obstacles, and accomplishments of the Spanish, French, Portuguese, and English explorations.

USI.4b-The student will demonstrate knowledge of European exploration in North America and West Africa by describing cultural interactions between Europeans and American Indians that led to cooperation and conflict.

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Essential Knowledge (minimum for SOL Resource Guide)

Motivating forces for exploration • Economic—Gold, natural resources, and trade • Religious—Spread of Christianity • Competitions for empire and belief in superiority

of own culture

Obstacles to exploration • Poor maps and navigational tools • Disease/starvation • Fear of unknown • Lack of adequate supplies

Accomplishments of exploration

• Exchanged goods and ideas • Improved navigational tools and ships • Claimed territories (see individual countries

below) Regions of North America explored by Spain, France, and England • Spain

– Francisco Coronado claimed southwest United States for Spain.

• France – Samuel de Champlain established the French

settlement of Quebec. – Robert La Salle claimed the Mississippi River

Valley.

Essential Skills (minimum for SOL Resource Guide)

Identify and interpret primary and secondary source documents to increase understanding of events and

life in United States history. (USI.1a)

Interpret ideas and events from different historical perspectives. (USI.1d)

Analyze and interpret maps to explain relationships

among landforms, water features, climatic characteristics, and historical events. (USI.1f)

Identify and interpret primary and secondary source documents to increase understanding of events and

life in United States history. (USI.1a)

Interpret ideas and events from different historical perspectives. (USI.1d)

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• England – John Cabot explored eastern Canada.

Regions explored by Portugal

The Portuguese made voyages of discovery along West Africa.

Cultural interaction • Spanish

– Conquered and enslaved American Indians (First Americans)

– Brought Christianity to the New World – Brought European diseases

• French – Established trading posts – Spread Christian religion

• English – Established settlements and claimed

ownership of land – Learned farming techniques from American

Indians (First Americans) – Traded

Areas of cooperation

• Technologies (transportation of weapons and farm tools)

• Trade • Crops

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Guiding Question(s): Who were the key European explorers and what were their accomplishments or results of their explorations? What were the lasting effects of their expeditions some lasting effects of exploration in North America? Assessment Tool(s): Eventual grading of personal journal entries (i.e. collected after 10th or so entry to determine if they were keeping up with their journal) Class Participation in “Explorer Routes” game Graded Group Activity – “Row, Row, Row…” (i.e. group participation, visual presentation, accuracy of information, presentation to the class, etc) Graded follow-up writing activity (accuracy, clarity, creativity, etc)

Background: How does this lesson fit into a unit of study? Looking backwards, looking forwards

Looking backwards at the material learned through the chapter, a review/enrichment activity before the examination of the chapter. This would be the last activity, group work before their final assessment of their knowledge of the material. This lesson re-examines prior knowledge of geography of the world by examining exploration routes, Native Americans (the previous chapter). This lesson also takes a look at the future, where students will examine more in-depth the subject of colonization.

Lesson Objective(s): Students will be able to:

1. Demonstrate their knowledge of European exploration in mostly focusing on North America, but also areas of Africa, India, Latin America, the Caribbean, etc.

2. Students should be aware of Spanish, French, English, and Portuguese explorers’ motivations, obstacles, and accomplishments, relating their journeys and the cultural interactions (conflict and cooperation) between explorers and Native Americans.

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Historical Source(s): (include copies in materials

section) The first journal entries by Christopher Columbus and his first voyage to the “New World” (Material E)

Additional Materials/Resources: (include copies in materials section) Spreadsheet of European Explorers

Procedure/Process:

JUST DO IT! The “Hook”: (A high-interest activity that introduces new content with connections to students’ prior knowledge. Between 1-5 minutes (Could also introduce the days guiding question) - On the overhead, board, or PowerPoint slide, students will be given a broad set of exploration questions. (If you were an explorer, where would you go? What would you bring with you? And why? –answers could be somewhere they have never been to or no one has been to). Answers will be recorded in their history journal, a set of daily focus activities and entries in their notebook

Obj # See

above.

Processing Activity and Procedure -include directions, question frames, assignment detail to be given to

students (these should all be made into explicit materials (e.g. see material A), and time estimates

Check for Evidence of Understanding -Either Formal or Informal-

(Checks Essential Knowledge and Skills)

Just do it. Students will arrive to class with the question on the board, “If they were an explorer…” They will open their history journal to

Informal - Quick discussion of their answers to see if they understood the

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a clean sheet of paper and begin writing. Time Frame: about 5 minutes

question and determine what they would bring and where they would go if they were an explorer

Transition: Discussing their thoughts about if they were explorers to asking what their answers have in relation to previous European Explorers.

Objective # 1

“Routes Game” - To discuss the content of the chart of European exploration information that was presented to them. Each team will have the opportunity to find the exploration route that was given to them by a question. Routes will be drawn on an overhead (material B) where students will come to the board and point out the correct route. If the student gets the route correct, then a follow-up question will be asked to a different student on that team at random. If any answer was incorrect, then the other team has a chance to steal the point. Scores will be tallied and winning team could receive an extra credit point on the next exam or some other small incentive. See material C for information. Time Frame: 10-15 minutes

Informal - This activity goes beyond filling in the chart as a class and lecturing the basic information to the students. Instead they have to find the information themselves and continually pay attention because they might be called on and they wouldn’t want to let down their team. This activity promotes teamwork, participation, and of course, access and reiteration of content.

Transition: After the game, I would ask if they enjoyed the stories of the explorers that were provided on the chart, asking them which explorer was the most intriguing, etc.

Objective # 1, 2

By dividing the class up in groups of 2 to 3 students, each group will receive a explorer card – see material D (simple card with random explorer’s name from the provided chart). Each team will examine their explorer’s information and change the words to “Row, row, row, your boat” (Incorporation of Trade Book – Adolescent Literature of the children’s song) and include the information about the explorer (i.e. where they went, what they were looking for, when they went, etc.) They will present their information on construction paper and also dictate/sing to the class. The construction paper final copy will be used on the

Formal – both presentation of the song and presentation of the final copy (on construction paper)

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bulletin board that was created for the exploration chapter. See material C for information. Time Frame: 25-30 minutes

Transition: After discussing each group’s song, general questions will be addressed about the discussed explorers to determine if they understood the information presented in the songs.

Objective # 2

Choose a different explorer and have students analyze and visualize their explorer and describe the conditions and what the journey would be like if they were present. Presentation of Columbus’ personal journal entries (material E). Written on a separate sheet of paper, this assignment would be turned in. See material C for more information. Time Frame 10-15 minutes

Formal - This activity combines their opinions with the historical content of the information presented in class. This paper will be turned in for a grade based on their answers.

Transition: Going from turning in this paper to dismissal, the homework for the evening would be assigned. In this case, the homework would be an optional fun assignment of finding the rest of the lines of the song, “In 1492, Columbus sailed the ocean blue…”

Closure/Writing Prompt: After each group has presented their song, students will be given another critical thinking question. After hearing each song, they must pick another explorer (cannot be the one they had) and describe what their journey would be like, if they were on the journey as well. What would they bring with them on this journey? (i.e. if they chose Magellan then they might want to take a wide-range of clothes because of the long, extensive journey around the world) What would the conditions of the trip be like? How would you feel and why would you be going on this adventure? This activity could be turned in for a grade.

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Materials (one resource per page- so it becomes a teacher or student handout, or overhead directions or ppt

presentation):

Material A: PowerPoint Presentation Slide 1: Just Do It… (Focus Activity) Find a clean piece of paper and answer these questions: If you were an explorer, where would you go? What would you bring with you? (i.e.

supplies, people) and why? Slide 2: We all know that, in 1492, Columbus sailed the ocean blue…but what about the other European explorers? Take a look at this chart…

Slide 3:

• Students Will Be Able To: USI.4a- The student will demonstrate knowledge of European exploration in North America and West Africa by describing the motivations, obstacles, and accomplishments of the Spanish, French, Portuguese, and English explorations.

• USI.4b-The student will demonstrate knowledge of European exploration in North America and West Africa by describing cultural interactions between Europeans and American Indians that led to cooperation and conflict.

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Slide 5: Activity: Locate Exploration Routes

• Based on the exploration routes on this overhead, can your team identify the explorer and their route. If so, can your team answer the follow-up question?

Slide 6: Instructions for Group Activity: “Row, Row, Row Your Boat…”

• For this activity, groups will be divided up by rows and given an explorer’s name

• Each group/row will use the worksheet provided to change the words to “row, row, row, your boat” to create new lyrics to the song with this information

• Lyrics should include the explorer’s name, country they sailed for, where they were headed, where they landed, why they went (God, Glory, or Gold), and what was the result of their trip

Slide 7: And some more instructions…

• After the song is completed, select a group member to write it down on a piece of construction paper (probably someone with nice handwriting)

• Finally, each group and myself will present their new version of the song to the class

• AND BEGIN….

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Slide 8: My Explorer: Balboa Row Row Row Balboa… Gently to the Pacific Glory, Glory, Glory, Glory… This Spaniard was Terrific! Row Row Row Balboa… All the way to Panama He wanted to find the “vast ocean” To see what the Natives saw. Slide 9: And for HOMEWORK!

• Can anyone find the next lines in this song? “In 1492, Columbus sailed the ocean blue…”

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Material B: Overhead Attached (hard copy of transparency available and turned in separately)

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Material C: European Explorers Chart

European Explorers Explorer / Year

They Sailed /

Country Sailed

For

Where They Where Headed /

Where They Landed

Why They Went

(God, Gold, Glory) What was important about their trip?

Columbus / 1492 /

Spain

China and India / San

Salvador (Caribbean)

Gold (spices) and

Glory (new way to

Asia)

He was the first European to document the Americas. He

started the movement for westward exploration.

Balboa / 1513 /

Spain

The Pacific Ocean / Panama Glory (to find the

“vast ocean” they

heard about)

First European to see the Pacific Ocean and claimed all the

land the Pacific Ocean touched for Spain. He used Natives

as slaves to build ships in the Pacific Ocean.

De Soto / 1539 /

Spain

Florida / Florida Gold First European to cross the Mississippi River. He attacked

Native tribes and was eventually killed by them.

Coronado / 1540 –

1542 / Spain

Seven Cities of Gold / Rode

on horseback through

Arizona, New Mexico, Texas,

and Oklahoma

Gold Brought horses to the plains’ tribes, documented the Grand

Canyon, but killed and conquered many Native tribes

while looking for gold.

Da Gama / 1497 /

Portugal

India / India Gold (spices) Found an all water route to Asia around the tip of Africa,

and started trade with India. He made enemies in Middle

East by forcing India to trade with him

Magellan / 1519 –

1522 / Portugal

Moluccas (The Spice Islands

in the Philippines) / Reached

the Philippines, and sailed

around the world.

God and Gold First to sail around the world

Cabot / 1497-1498

/ England

Asia / Newfoundland Gold (spices) and

Glory (quicker

northern route)

Gave England a claim to land in the “New World”, but

failed to find a Northwest Passage to Asia

Hudson / 1610 /

England

China and India / The Hudson

Bay (Northern Canada)

Gold and Glory (to

find a northwest

passage)

Documented Canada, parts of New York, and the Hudson

Bay.

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Champlain / 1608

/ France

Canada / Canada Gold and God Established Quebec as a trading center, and documented

Lake Champlain

LaSalle (Rene

Robert Cavelier) /

1679 – 1684 /

France

Mississippi River / Canada

and the Mississippi River

To discover if the

Mississippi led to

Pacific Ocean and

Asia.

He claimed the Mississippi River and everything it touched

for France. This became known as the Louisiana Territory

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Material D: Explorer Cards (Attached)

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Material E: (Online Journal Collection of Columbus’ First Voyage) – from American Journeys Website http://content.wisconsinhistory.org/cgi-bin/docviewer.exe?CISOROOT=/aj&CISOPTR=4213

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Teacher Notes (Reflections/clarifications/explanations): With several activities and expectations out of the students, I should be aware of the potential time constraints that could become evident. If the class is behind schedule, then the writing/closing prompt could be shorten or assigned for that night’s homework. Keeping students focused and on-track are key issues that need special attention throughout the lesson. Instructions for all activities must be clear and concise so the students understand their expectations and the class period is not wasted on going over instructions several times. This lesson is packed with information, but relaying the most important themes and information is most important. Focus should center on the European explorers, their countries and their accomplishments/motivations since this is the required information for the SOLs. If time allows it, then the other, alternative material should be presented. This lesson was structured to look beyond individual accomplishments, but instead focus on the global connection of European exploration and its impact on other cultures around the world.