Historical_Voyages

West Tisbury - Lesson Overview

Description: This unit is designed for 5th graders to further understanding of the exploration and settlement of the New World. Through research, mapping, dramatic presentations and technology, students demonstrate their knowledge of the explorers and the indigenous peoples they encountered while exploring. The unit will span 4 weeks time.

Students observe and describe local or regional historic artifacts and sites and generate questions about their function, construction, and significance. Through research, mapping, dramatic presentations and technology, students demonstrate their knowledge.

Essential Questions:

How did trade affect the routes chosen by explorers?
What contributions were made by the explorers?
Why does man explore?
What effects did exploration have on Europe and the New World.

Students will know:

The names of the European explorers, the countries they sailed from and the purpose and direction of their routes.
How to use globes, maps and charts, compasses,etc. to identify absolute locations.
How to read a timeline.
The names of the indigenous groups such as the Mayans, Inca and Aztecs and the effect European exploration had on their societies.
Describe the first encounters with other civilizations.

Students will be able to:

Define key terms such as quadrant, astrolabe, latitude and longitude, equator, scurvy, etc.
Trace routes of European explorers.
Compare /evaluate expeditions.
Explain the reasons for exploration.
Describe encounters and the effects of encounter with indigenous civilizations.
Write a researched report highlighting the accomplishments of a particular explorer.

Activities:

Research - maps, reports and posters. Students select a single explorer to research and present information to the class.
Role play - students act as explorers encountering indigenous populations in the New World.
Students act as explorers seeking financial support from monarchies for their exploration.
Student created webpages created with the previously researched information.

Assessment: Rubric for Reports, Maps, Posters, Webpages

Excellent - Indicates a clear and complete understanding of the topic, concepts and facts.
Very good - indicates an adequate understanding of the topic, concepts and facts.
Satisfactory - Includes some accurate information. Some facts may be inaccurate.
Needs support - Provides few facts. Some comments may be inaccurate or irrelevant.

Opportunities for Differentiated Learning

Explorer books on tape- ELL, Sped., and auditory learners.
Graphic organizers- ELL, Sped, and visual learners
Overheads for map tracing- Sped, spacial relationships.
Videos for visual and auditory learners.
Computer exploration- ELL. Sped, visual and auditory learners.
Drama- Visual, dramatic, group oriented learners.
Resource room support.

Resources and Materials

Explorer CD’s - Explorers of the New World by Softkey and other similar software.
Explorer Packet
Videotapes- Schlessinger Media Series - A History of Exploration
World Wide Web
Maps, globes, charts- including atlases and almanacs.
Teacher generated materials, including packets and study guides by Patricia Kelley, Sue Miller and Valerie Becker

Click here to see a list of individual explorers you can choose

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