Unit Two- European Exploration and Settlement
Learning Goal- students will learn how European nations explored and established settlements in the
Americas between the 15th and 17th centuries.
Standards
SS.8.A.1.2
Analyze charts, graphs, maps, photographs and timelines; to determine cause and effect.
SS.8.G.4.2
Use geographic terms and tools to analyze the effects throughout American history of migration to and
within the United States, both on the place of origin and destination
SS.8.G.4.3
Use geographic terms and tools to explain cultural diffusion throughout the United States as it expanded
its territory.
Scale:
Level 4
I can identify the motives behind European Exploration of the Americas. In addition, I will be able to
describe the differences between the Spanish, French, English and Dutch and settlements in the
Americas. Furthermore, I will be able to explain how European exploration and settlement of the
Americas affected indigenous people and West Africans. Finally, I will be able to explain the impact of
European exploration on present day America.
Level 3
I can identify the motives behind European Exploration of the Americas. In addition, I will be able to
describe the differences between the Spanish, French, English and Dutch and settlements in the
Americas. Furthermore, I will be able to explain how European exploration and settlement of the
Americas affected indigenous people and West Africans
Level 2
With help from peers and the teacher, I can identify the motives behind European Exploration of the
Americas. In addition, I will be able to describe the differences between the Spanish, French, English and
Dutch and settlements in the Americas. Furthermore, I will be able to explain how European exploration
and settlement of the Americas affected indigenous people and West Africans
Level 1
With help from peers and the teacher, I can identify the motives behind European Exploration of the
Americas. In addition, I will be able to describe the differences between the differences between the
Spanish, French, English and Dutch and settlements in the Americas.
Level 0
Who were the explorers?
Day 1
Objective: Today, I will be able to identify the motives behind the European exploration of the Americas.
****Check to make sure students understand the word motive… ask them for synonyms
Bell Work: PREVIEW Group Work – Claiming Land
Vocabulary- Christopher Columbus, Hernan Cortes, Francisco Pizarro, gold, disease, slave traders.
TEACHER NOTES
Step 1.
This preview is designed to introduce students to the rivalry that developed among European nations
competing for land and wealth.
Step 2.
Before class, create 4 stacks of sticky notes. The first stack with 30 notes. The second with 8 sticky
notes. The third with 7 sticky notes. The fourth pile with 1 sticky note.
Step 3.
As students enter the classroom, place them in groups of five and have each group sit around a desk.
Tell groups you would like each to submit a proposal for a new class configuration. PASS OUT student
handout 2A: Planning a New Classroom Arrangement to
Handout
ONE of the groups. THEN pass out Student
2B Planning a New Classroom Arrangement to the REST of the groups. DO NOT LET
THE GROUPS KNOW THEY ARE RECEIVING DIFFERENT HANDOUTS.
Step 4.
Allow groups to claim furniture. Expect the group with Handout 2A- which directs them to
quickly choose a name and draw their classroom map – will start to claim furniture first, similar
to Spain’s first claim to territory in the Americas. Hand this group the first pad of sticky notes
and allow them to claim 30 pieces of classroom furniture, similar to Spain claiming the greatest
amount of territory in the Americas. Make sure they proclaim “I CLAIM THIS PIECE OF
FURNITURE IN THE NAME OF (GROUP’S NAME) EACH TIME WITH SHOULD ENCOURAGE
COMPETITION BETWEEN THE GROUPS.
As other groups begin to notice the first group, they should want to claim some of the
furniture, just as France, England and the Netherlands wanted to claim other parts of the
Americas. When the second, third and fourth groups approach you, hand them the sticky
notes from the corresponding stacks to represent the smaller claims that the French, English
and Dutch were able to establish in the Americas. Allow students to claim furniture until they
have used all of the sticky notes. Expect some groups to be frustrated that they were not able
to claim furniture.
Step 5.
Debrief the Preview Activity. Hold class discussion centered on these questions.
COMPREHENSION CHECK
Questions
1.
2.
3.
4.
How did you feel during this activity?
Why did you compete with the other groups to claim furniture?
What were your feelings toward the first group that claimed the furniture?
Do you think it was fair that the first group was allowed to claim more furniture than
other groups? Why or Why not? THAT’S LIFE
I Do- Introduce the Lesson
We Do- Claiming land Activity
You Do- Complete Preview 2 in your packet.
Teacher Notes
When the students begin the Preview 2. You will have to give the students some of the
answers.
Essential Question: What are some motivating factors that prompted Europeans to explore the
Americas?
What would prompt you to explore?
Ticket Out –
What did we do today?
What did you learn today?
What did you find interesting?
What connection can you make to a previous lesson?