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Resource Unit

Explorers and Exploration

By:

Jill WeaverChuck Helmandollar

Jennifer CaseLori Elliott

TABLE OF CONTENTS EXPLORATION

TABLE OF CONTENTS

Section Page Number

Introduction …………………………………………………. 1

Content ……………………………………………………… 2

Objectives …………………………………………………… 5

Activities ……………………………………………………. 7

Evaluation …………………………………………………… 11

Instructional Resources ……………………………………… 14

Teacher Resources …………………………………… 14

Student Resources ……………………………………. 15

Media Resources ……………………………………… 16

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INTRODUCTION I EXPLORATION

For thousands of years the Indian people of the Americas developed

their own culture and way of life. They knew little about people in other

parts of the world, who also knew little about them. From time to time some

adventurous Europeans, Asians or Africans told stories of finding a new,

faraway land. But almost all who heard them thought the stories were tall

tales. Few ever dreamed that the two large continents, North America and

South American existed.

In time all of this was to change. By the late 1400’s more and more

Europeans were setting out to explore what to them were unknown lands. In

the 1500’s, ship after ship was journeying to the Americas. The lives of the

Native Americans, indeed the lives of people all around the world, would

never be the same.

The following is a resource unit on explorations and encounters. The

students will participate in several in-class activities, simulations, watch

videos, and interact with computer software and the Internet. The knowledge

that the students gain from this resource unit will help them to better

understand the world they live in and the rich, diverse cultural heritage that

we all share as world citizens.

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CONTENT II EXPLORATION

Influential Early ExplorersThe student’s will learn about the explorations of the Vikings and Marco Polo. They will use various resources to learn about their travels, map their routes, learn the reasons behind their explorations, and analyze their interactions with the native people of the new lands.

Influential European Explorers

The student’s will learn about the European explorers- Columbus, Vespucci, Magellan, Balboa, Cabot and Ponce de Leon. Through their research using the text, Internet and various other resources, the student’s will trace their travels and learn about the explorers. The student’s will learn the reasons behind the discoveries and the impact each had on the New World and their homelands.

Reasons for Exploration

During the research on the explorers, the students will discover the many reasons for exploration. They will learn why exploration took place and the need for new land and resources that pushed the need for discovery. The students will also learn about the technological and navigational advances that made exploration easier. They will learn of the changing attitudes of the people and governments that encouraged exploration.

Maps and Navigation

As part of the reasons for exploration, students will be introduced to the terms associated with maps and navigation. They will learn how map-making, globes, and other instruments influenced the journeys of the explorers. The students will discuss the importance of these instruments and skills in the advancement of exploration.

Interactions Between the Native People’s and the Explorers

The students will use a variety of resources and activities to learn about the interactions between the explorers and the native peoples. These interactions influenced the success or failures of the settlements and the continued survival of the races and cultures they came into contact with. The students will learn of the downfall of some of the Indian cultures in South America. They will learn of the enslavement of the native people’s by some of the conquerors and the disappearances of settlements in the New World.

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Settlements

The students will learn about the success and failures in the New World. They will use a variety of resources to learn about the settlements of St. Augustine, Jamestown, Quebec, Plymouth, New Amsterdam, Havana, and Tenochtitian. They will learn the importance and influences each had on the surrounding area and the further advancement in exploration.

Evaluation

On the final day for the unit, a comprehensive test will be given to the students. It will cover all aspects discussed, researched and learned during the lessons. It will be a multiple choice, short answer and essay question test.

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Concepts

sagaknollencounterexplorationcartographermonarchcompassnavigationlines of latitudemeridiansprime meridianconclusionisthmusexpeditionscurvyfactopinioncompactMayflower Compactinterpreter

conquistadorcivil wargrantmainlandrumorclaimdesertionmissionarycolonycolonistplantationNorthwest Passagetrade networkagent armadaprofitpilgrim

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OBJECTIVES III EXPLORATION

1. Hypothesize about the stories of early European and Asian visits in the Americas.

2. Evaluate the actions of the Vikings in the Americas.

3. Analyze why no further efforts to explore the Americas were made for 500 years.

4. Evaluate the influence of Marco Polo’s experiences in Asia and Europe.

5. Analyze Columbus’s motives for undertaking the voyage.

6. Identify areas of potential conflict and cooperation between Columbus and his crew

and between the Europeans and the Tainos.

7. Explain how Vespucci drew the conclusion that the lands Columbus and he had

explored could not be the Indies.

8. Summarize the experiences that led Balboa to reach the Pacific Ocean.

9. Analyze how Magellan’s trip revealed the true nature of the Earth’s land and water

forms.

10. Discuss how science and technology might lead people to explore the unknown

today.

11. Analyze how changes in European governments and in technology led to exploration.

12. Evaluate the positive and negative effects that technology might have had on

explorers. Discuss what you would change in order to help the explorers.

13. Analyze reasons for exploration.

14. Students will discuss reasons why European rulers might have been for and against

sending out explorers.

15. Describe the shortcoming of Martin Behaim’s globe.

16.Practice using lines of latitude and longitude on a map.

OBJECTIVES III EXPLORATION

17. Describe some of the locations of Columbus’s voyage.

18. Hypothesize about the stories of early European and Asian visits in the Americas.

19. Analyze the impact the Spanish conquistadors had on the Aztec culture.

20. Explain the cause and effect relationship between the fur trade with the Europeans

and the weakening of the Huron and Iroquois nations.

21. Simulate a meeting between natives and the explorers then discuss ways in which the

parties could interact to make the meeting more effective.

22. Summarize how self-rule and aid from the Indians helped the Plymouth colony to

succeed.

23. Analyze the failures and successes of Jamestown colonies.

24. Hypothesize about what happened to the Roanoke colony.

25. Visually depict how the people of Jamestown worked together to establish and

successfully maintain their colony.

ACTIVITIES IV EXPLORATION

Influential Early Explorers

Introduction:The teacher will introduce the unit and talk briefly about the activities that will occur over the term of this unit. Then, will introduce this lesson by showing them pictures dealing with the Vikings. Pictures will also be shown of the various countries that Marco Polo visited during his travels.

Outcome:The students will learn about the exploration of the Vikings and Marco Polo, their travels and the influences that each played in history.

Development:Students will complete two activities. One, they will read the Greenlanders’ Saga which depicts the travels of the Vikings from settlements in Greenland to the Americas. Then they will write their own saga/adventure story using the background obtained from the reading. Two, students will read about and then draw Marco Polo’s trade route.

Influential European Explorers

Introduction:The teacher will introduce the lesson by showing an example of a timeline and talking about important information that they contain. Then the teacher will introduce the following European explorers: Columbus, Vespucci, Magellan, Balboa, Cabot, and Ponce de Leon.

Outcome: The students will construct a timeline depicting important information on the explorers mentioned above. Information such as their travels, discoveries, and interactions with native peoples will be investigated.

Development:The teacher will divide the class into groups of six. Each member will investigate, using the Internet and other resources, pertinent information of an European explorer from the list. Member’s will then peer teach and collaboratively construct a timeline of the group of explorers.


Reasons for Exploration

Introduction:The teacher will introduce this lesson by asking “ What conditions might lead people to explore the unknown today?”

Outcome:The student will learn the reasons behind and the factors that encouraged exploration.

Development:After the class discussion, the students will be directed to the assigned reading from the text. As a class, make a list of the factors and reasons that lead to the increase of exploration. Post the list on the bulletin board. Then compare the similarities and differences between past and present exploration in a class discussion.

Maps and Navigation

Introduction:The teacher will display a road map of the state (where they live) and a globe or map that shows the Atlantic Ocean. The teacher will then ask students to describe the location of a city in their state. Responses might be “It is in the middle of the state” or “It is north of Dayton.” Ask students to describe the location of a point in the middle of the ocean? Emphasize that the lines of latitude and longitude are tools used to describe locations on the Earth.

Outcome:The student will learn how to use lines of latitude and longitude. They will be introduced to important terms related to maps and navigation while discussing how these items influence exploration.

Development:Have students read section in text regarding use of latitude and longitude. Demonstrate finding a location on the map or globe that you’ve displayed. Describe the location in terms of degrees N or S latitude and degrees E or W longitude. Stress that both kinds of directions are required. Students will then receive an activity sheet on which they will identify specific points from Columbus’s voyages and begin a word bank of related terms such as lines of latitude, parallels, lines of longitude, meridians, and prime meridian. After completing the activity sheet, class will participate in discussion about need for reliability and continuity with maps and globes.


Interactions Between the Native People’s and the Explorers

Introduction:The teacher will ask the students whether they believe that interactions between people influence outcomes. The teacher could give an example such as: If you were to go home and ask for a raise in your allowance, do you think you would have different outcomes if you were to say “Mom give me a raise in my allowance” – in a nasty tone, or if you say “Mom, I would like a raise in my allowance is there anything I could do to get it?” Briefly discuss how actions affect outcomes.

Outcome:Students will learn how interactions between peoples influenced the success or failures of settlements and communications between peoples.

Development:After reading selected materials in their textbook and given a graphic organizer, students will identify main points of the following areas: The Conquest of the Aztecs and Incas, The Search for Gold and Riches, The English in the Americas, Encounters with the French and Dutch, and Settlers and Slaves. Students will also identify how the interactions between the Indians, Europeans, and Africans affected each encounter. After completing the organizer, students will be allowed time to compare and discuss their responses with those of their classmates.

Settlements

Introduction:Teacher will ask students to provide examples of the benefits of cooperation, drawing from their own experience or from recent events in the United States, such as hurricanes or floods. Discuss ways in which the results might have been different if conflict rather than cooperation had occurred.

Outcome:Students will explore the experiences of early English colonists in founding colonies in North America.

Development:After students have read the lesson, discuss what happened at Jamestown when the colonists did not cooperate and how cooperation helped the colony. Also have students evaluate cooperation in the Plymouth colony. The class will then be divided into small groups and will work collaboratively to investigate the settlements of St. Augustine, Quebec, New Amsterdam, Havana, and Tenochtitian to see if cooperation/conflict had a

role in the success or failure of the colony. After completing their research, each group will share their results with the class.ACTIVITIES IV EXPLORATION

EvaluationStudents will be evaluated on their comprehension of the material presented during the unit. See the evaluation on the next page.

EVALUATION V EXPLORATION

Name_________________________________________

Unit Test

Part One: Test your understanding

Directions: Circle the letter of the best answer.

1. One of the major problems with the globe made by Martin Behaim was thata. there was no north directionb. the Atlantic Ocean was missingc. there were continents missingd. there was no longitude or latitude

2. Marco Polo returned to Europe with stories about the riches ofa. Chinab. Plymouthc. Vinlandd. Guanahani

3. Europeans were eager to trade with Asia because they wanteda. silk, spices and goldb. wood, sea shells, and silverc. clocks, mirrors and beadsd. vegetables, spices and fruit

4. Trade between Europe and Asia was stopped when the Turks captured a. Roanokeb. Damascusc. Romed. Constantinople


5. Amerigo Vespucci used information he gathered from his voyages to conclude that

a. The Northwest passage did not existb. The Aztecs controlled the Seven Cities of Gold.c. Christopher Columbus had not reached Asia.d. The Vikings has not reached the Americas

6. The explorer whose ship was the first to sail around the world wasa. Vasco Nunez Balboab. Ferdinand Magellanc. Christopher Columbusd. Juan Ponce de Leon

7. It was easy for Cortes and his soldiers to conquer the Aztecs becausea. the Aztecs fought a civil war and they were very weskb. the Aztec leaders could not be trustedc. the Aztecs lived in a land that had no physical barriersd. the Aztecs did not have guns or cannons

8. The Spanish were able to conquer the Incas becausea. a strong earthquake destroyed the main Inca citiesb. the Incas thought Pizarro was a god.c. The Spanish killed Atahuallpa, the Inca leaderd. The Incas had fewer soldiers than the Spanish

9. The Spanish word for conqueror isa. cartographerb. monarchc. conquistadord. navigator


Short Answer:

1. How did Marco Polo's reports about his travels affect people living in Europe?

2. What goods from Asia did Europeans want to buy?

3. What did Columbus hope to find when he began his expedition in 1492?

4. What conclusion did Vespucci draw about the lands that he, Columbus, and Caboto had reached?

5. What did Balboa reach in 1513?

6. What did Magellen's crew accomplish?

Essay:

1. Changes in Europe helped set the stage for European exploration. Write one paragraph discussing the changes in technology that encourages Europeans to try to find a new route to Asia.

2. It is extremely important to consider the various cultures when interacting with different people. Briefly explain how the interactions between explorers and native peoples were either helped or hindered by the interactions that took place. Cite specific examples and give possible alternatives if they apply.

RESOURCES VI EXPLORATION

Teacher Resources:

Ideas in Bloom: Taxonomy-Based activities for U.S. Studies. J. Weston Walch. 1995.Turn Bloom’s Taxonomy of Conitive Development in to real classroom activties

with these 90 reproducible, flexible assignments on topics ranging from pre-Columbian America to computers.

Hands on Social Studies: Grades 5-6. Instructional Fair. 1993.Each book offers more than 25 ready-to-use enrichment lessons and

approximately 40 illustrated worksheets that build skills in writing, art, math, and science. Sample activities: make a map of the classroom or school playground.

HISTORY ALIVE! Engaging All Learners in the Diverse Classroom. Teachers’ Curriculm Institute. 1999.

A comprehensive teaching approach to active learning that allows students with diverse learning styles to experience history.

What is Hisory? Poster Education. 1997.Mirroring Bloom’s objective, these charts review six steps vital in reading,

discussing, and writing about history. Students are reminded to recall, interpret, apply, analyze, synthesize, and evaluate the lessons of the past. Each poster also includes a brief guide.

Content Area Reading – Social Studies Grade 5. Scholastic. 1999.Designed to aid students reading below grade level (or ESL students), this

fleexible program teaches social studies content using 60 sets of numbered and color-coded booklets. The booklets are organized around six themes: Earliest People, Colonial Times, A New Nation, Growth and Conflict, Expanding Horizons, The Twentieth Century.


Student Resources:

Roop, Connie and Peter Roop. I, Columbus: My Journal 1492-1493. Avon, 1990.

This is the actual journal of Columbus that has been edited to make it come alive for your readers.

Alper, Ann Fitzpatrick. Forgotten Voyager: The Story of Amerigo Vespucci. Carolrhoda, 1991.

This story tells of the travels of the explorer for whom America was named.

Bragg, Bea. The Very First Thanksgiving: Pioneers on the Rio Grande. Harbinger House, 1989.

This thanksgiving feast was held near present-day El Paso 23 years before the Mayflower landed at Plymouth Rock.

Faber, Harlod. The Discoverers of America. Cribner’s, 1992.

The author describes the voyages of the Vikings and other early explorers.

Haskins, James. Against All Opposition: Black Explorers in America. W#alker, 1992.

The author tells of the travels of African explorers in the Americas.

Maestro, Betsy C. Exploration and Conquest. The Americas After Columbus: 1500-1620. Lothrop, Lee & Shepard Books, 1994. In this book, read about the explorations of the Americas after Columbus.

Morris, John Miller. From Coronado to Escalante: The Explorers of the Spanish Southwest. Chelsea, 1992.

This book looks at Spanish exploration in Mexico and the American Southwest.

Stefoff, Rebecca. Accidental Explorers: Surprises and Side Trips in the History of Discovery. Oxford, 1993.

A look at the many discoveries made by chance in the Americas and around the world.


Student Resources continued….

Weinstein-Farson, Laurie. The Wampanoag. Chelsea, 1988.

This book tells about the Wampanoag Indians of New England.

West, Tracey. Voyage of the Half Moon. Silver Moon Press, 1993.

The journey of Henry Hudson affects both Hudson’s son, John, and his friend Etow, who lives along the Hudson River.

Media Resources:

Exploring Ancient Cities. Scientific American. Macintosh/Windows dual format CD-ROM.

Explore in detail the magnificent Aztec city of Teotihuacan.

Native Americans Parts I and II. National Geographic Educational Technology.The best of National Geographic’s filmstrips packaged on CD-ROM for studentuse.

Discovering America. Lawrence Production, 1993. Floppy Disk. Macintosh/DOS.Students reenact the Spanish exploration of North America.

Indians of North America Video Collection: The Aztec. Schlessinger Video Productions, 1993.

This videotape explores Aztec history, accomplishments, culture, and people.

Indians of North American Video Collection: The Maya. Schlessinger Video Productions, 1993.

This is a video exploration of Mayan history, accomplishments, culture, and people- from the remote past to the present day.

Indians of North America. National Geographic Educational Technology.A survey of the history of Native American peoples.

Slave Ship. Discovery School. No date. Item #: 716787ASail back into the history of the trans-Atlantic slave trade to uncover surprising

and shocking facts about this tumultuous era. Through re-enactments, written eyewitness

accounts, and expert insight, be there as African slaves stage a successful mutiny aboard the infamous Amistad, and eventually win their freedom before the U.S. Supreme Court.


Media Resources continued….

The Mayflower Voyagers. This is America, Charlie Brown Video Series. No date.Charlie Brown and his pals join the pilgrims for an adventure at sea and ashore.

The dauntless band endures hardships, then celebrates with a feast of Thanksgiving.

Early Explorers. Complete set of 7 video cassettes, 76 photocopy masters, guides. 1999-2000.

Closely reflecting curriculum standards, these content-rich videos are supplemented by detailed guides and 81/2” x 11” reproducible worksheets. Age-appropriate narration accompanies authentic reenactments, historical artwork, graphics, and maps, while end-of-program quizzes review key points. Guides contain abjectives, teaching suggestions, vocabulary terms, scripts, discussion questions, learning extensions, and worksheet answer keys. Grades 3-6. Closed captioned. Color. United Learning.

10 American History Plays for the Classroom. Scholastic. Reader’s Theatre. Books w/ reproducable pages. 1995.

Edited by Sarah J. Glasscock. Highlights in American history are dramatized in brief reproducible plays suitable for Readers Theatre or for simple staging. Each play is accompanied by background information, suggested reading, discussion questions, and activity suggestions. Topics: Cabeza de Vaca, Pilgrim Thanksgiving, Boston Tea Party, etc. Grades 4-8.

Crossing America Series. Instructional Fair. Reproducible Activities. 1998.Short articles with reviews and follow-up exercises trace pathways that aided

expansion of the United States. In addition to answering factual questions, students determine cause and effect, place events in order, apply math skills to social studies content, work on maps, complete writing assignments, fill in data tables, and make science connections.

American History Poems: Make History Come Alive With 30 Original Poems Plus Background Information, Writing Prompts, and Activities. Scholastic. Activities, Photo Pack. 1998.

Each reproducible poem in this collection is written in the first person to make people from the past come to life. The poems are designed to be attention-grabbing and rhythmic and to inspire students’ own efforts. Eras include exploration, Pilgrims, the American Revolution, Civil War, pioneers, immigration, and more.

American History: Set 1. Good Apple. Set of posters. 1999.

Pre-Columbian Era, Exploration, Colonization, Revolution, Building a New Nation, Rise of Democracy.


Media Resources continued….

Teaching American History With the Internet. Classroom Connect. 1997.From Columbus to Clinton, this activity-laden resource leads students to Web

sites carefully chosen to yield source material and data for completing a variety fo high-interest worksheets. Lessons on explorers, the Revolutionary War, westward expansion, and many other topics.

U.S. History Maps. Mark Twain. 1999.Dozens of maps, background readings, activities, and quizzes combine geography

with American history from the end of the last Ice Age to the admission of Alaska and Hawaii to the Union. The general topics covered: the first Americans, European exploration and settlement, wars and conflicts, territorial changes, slavery, and transportation.

Great Explorers. Knowledge Unlimited. 1997.Each poster displays a large, full-color portrait of its subject, a map of his

explorations, a chronology, and biographical information. Featured: Cartier, Columbus, Cortes, Vasco da Gama, Hudson, Magellan, Pizarro, and Ponce de Leon.

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