Grade 8
Social Studies
Unit: 01
Lesson: 01
Suggested Duration: 2 days
Exploration
Lesson Synopsis:
This lesson introduces students to the major eras studied throughout this course by applying absolute and relative
chronology. Students understand the causes and effects of the exploration era with an emphasis on European exploration
of North America. Through the use of timelines, graphic organizers, prediction and inferencing students gain a stronger
foundation for the purpose and relevance of this unit and lesson.
TEKS:
8.1
8.1A
8.1B
8.2
8.2A
History. The student understands traditional historical points of reference in U.S. history through 1877. The
student is expected to:
Identify the major eras and events in U.S. history through 1877, including colonization, revolution, drafting of the
Declaration of Independence, creation and ratification of the Constitution, religious revivals such as the Second
Great Awakening, early republic, the Age of Jackson, westward expansion, reform movements, sectionalism, Civil
War, and Reconstruction, and describe their causes and effects. Readiness Standard
Apply absolute and relative chronology through the sequencing of significant individuals, events, and time
periods. Supporting Standard
History. The student understands the causes of exploration and colonization eras. The student is expected to:
Identify reasons for European exploration and colonization of North America. Readiness Standard
Social Study Skills TEKS:
8.30
8.30D
Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:
Create written, oral, and visual presentations of social studies information.
GETTING READY FOR INSTRUCTION
Performance Indicator:
•
As an explorer, prepare an oral or visual presentation that provides a ruler with reasons his/her nation would
benefit by funding your exploration of the New World. (8.2A; 8.30D)
1C; 1E; 3G
Key Understandings and Guiding Questions:
•
Nations explore and colonize other geographic areas to enhance their wealth, power, or opportunity.
— What are the reasons for European exploration of North America during the Age of Exploration/Age of
Discovery?
— Why is the Age of Exploration/Age of Discovery considered a historical era?
Vocabulary of Instruction:
•
•
•
era
relative chronology
contemporary
•
•
•
immigrant
exploration
physical geography
•
•
human geography
absolute chronology
Materials:
•
Refer to Notes for Teacher section for materials.
(Appropriate materials may be substituted as needed to incorporate district resources and availability.)
Attachments:
•
•
•
•
•
Handout: Era Cards (1 set per group of 4, cut apart)
Teacher Resource: U.S. History Timeline 1
Teacher Resource: U.S. History Timeline 2
Teacher Resource: World History Timeline
Handout: Wordle 1 (Exploration) (1 per student or 1 to project)
©2012, TESCCC
04/09/13
Page 1 of 5
•
•
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Social Studies/8th Grade
Unit: 1 Lesson: 1
Handout: Reasons for Exploring North America (1 per student)
Teacher Resource: Reasons for Exploring North America KEY
Teacher Resource: PowerPoint: European Exploration of North America
Resources and References:
•
None identified
Advance Preparation:
1.
2.
3.
4.
5.
6.
Become familiar with content and procedures for the lesson.
Refer to the Instructional Focus Document for specific content to include in the lesson.
Select appropriate sections of the textbook and other classroom materials that support the learning for this lesson.
Preview available resources and websites according to district guidelines.
Prepare materials and handouts as needed.
Prepare the Handout: Era Cards (cut apart the cards and provide1 set of cards per group)
Background Information:
Students are introduced to important terms such as a historical era, absolute chronology, and relative chronology. An era
of history has distinctive features with political, social, and economic commonalities. Eras align with the concept of relative
chronology rather than absolute chronology (exact dates). Relative chronology is the sequence of events in relation to
other events and absolute chronology is the sequence of events that provide exact information regarding dates. A timeline
of the major eras and turning points in United States history for this course and the high school course is important so
students can better understand the difference between relative and absolute chronology. Comparing basic timelines of
U.S. History and World History also helps students understand the relative time period of United States history as it
compares to the history of the world. In essence, it is important that students view the “big picture” so that they can make
connections rather than study historical events in isolation.
Exploration is an act or instance of exploring or investigating; examination; the investigation of unknown regions. The Age
of Exploration was a period from the early 15th century into the early 17th century during which Europeans engaged in
exploring the world. Spanish, French, English, Dutch, and Portuguese explorers conducted extensive exploration
expeditions. It was a time characterized by Europeans exploring the world (often by sea) in search of trade partners, new
goods, and new trade routes. During this period Europeans discovered the rest of the earth and spread Western culture.
Reasons for exploration are often characterized as “God, gold, and glory,” where men sought to bring Christianity to nonChristian peoples, gain riches (for themselves and the Crown), and gain fame/prestige for themselves and the Crown.
They encountered economic centers around the world and commercial discoveries that significantly transformed Europe.
Methods of navigation, shipbuilding, and mapping improved during this era. The Age of Exploration ended when the
existence of settlements and colonies in the newly “found” areas created a network of communication and trade, ending
their need to search for new trade routes.
Colonization is the act of establishing a territory inhabited by people living in the new territory but retaining ties with the
parent state. While exploration and colonization occurred in both North and South America, the emphasis here remains on
North America. Spain, Portugal, France, and other European countries explored and colonized much of the Western
Hemisphere.
GETTING READY FOR INSTRUCTION SUPPLEMENTAL PLANNING DOCUMENT
Instructors are encouraged to supplement and substitute resources, materials, and activities to differentiate instruction to address the needs of learners.
The Exemplar Lessons are one approach to teaching and reaching the Performance Indicators and Specificity in the Instructional Focus
Document for this unit. Instructors are encouraged to create original lessons using the Content Creator in the Tools Tab located at the top of the page.
All originally authored lessons can be saved in the “My CSCOPE” Tab within the “My Content” area.
INSTRUCTIONAL PROCEDURES
Instructional Procedures
ENGAGE – Eras and Timelines
1. Divide students into groups of no more than four.
2. Distribute to each group a set of the era cards made from the
Handout: Era Cards. (These are to be precut, mixed up, and
© 2007 CSCOPE MM/DD/YY
Notes for Teacher
NOTE: 1 Day = 50 minutes
Suggested Day 1 – 10 minutes
Attachments:
• Handout: Era Cards (1 set per group)
• Teacher Resource: U.S. History Timeline 1
• Teacher Resource: U.S. History Timeline 2
page 2 of 5
Social Studies/8th Grade
Unit: 1 Lesson: 1
Instructional Procedures
placed in the baggie or envelope for each group.)
Notes for Teacher
• Teacher Resource: World History Timeline
3. Explain the terms era, absolute chronology, and relative
TEKS: 8.1A, 8.1B
chronology as needed. (use glossary definitions or definitions
such as: era: a period of time identified by some prominent figure Instructional Notes:
or characteristics; absolute chronology: time defined in actual
• Project the Teacher Resource: World History
dates; relative chronology: time defined in relation to other
Timeline (students do not need a copy of this
events)
timeline). This activity is designed to help
students make connections between the larger
4. Students discuss with their group a possible sequencing of these
world history scope and, at a much smaller
cards. They use logic, inferences, background knowledge to
scale, U.S. History.
sequence the eras. (This is a method of accessing prior
• It is recommended that the U.S. History
knowledge as well as gaining additional background knowledge.
Timeline be enlarged and posted somewhere in
Note that students did participate in a survey course of American
the classroom so that students may reference it
history in grade 5, beginning with the founding of St. Augustine in
as they proceed in their study of U.S. History.
1565, and continuing through the present.)
5. Definition
Afterin about
3 minutes,
students share their sequence of eras with
student
Characteristics
words
another group, discussing the sequence, and providing input and
justification for the order of the eras.
Frayer Model:
Word
Non-examples
6. Examples
Project the graphic
organizer (Teacher Resource: U.S. History
Timeline 1 and 2) to serve as a key for students to self-check
the sequence they created. In their groups, students change the
order of their cards to match the projected timeline. Discuss the
timeline, the characteristics of eras, etc.
7. Provide additional information about the structure of the year as
needed, such as:
• Notice that the timeline has two different colors. The first
colored part of the timeline (yellow) represents the eras
we will be studying in 8th grade. The second colored part
of the timeline (green) is what you will be studying in the
high school course.
7. Introduce a larger-scope view by projecting the Teacher
Resource: World History Timeline.
• Now let us see where the U.S. history timeline fits in a
timeline of world history.
• With your partner identify two inferences that can be
made about the two timelines. Write them down and be
prepared to share with the class.
8. Allow a minute or so for students to work. Then randomly select
three or four students to share their inferences.
9. Facilitate a short discussion using the terms absolute chronology
and relative chronology. Encourage students to notice how U.S.
history is relatively short in comparison to all of world history.
10. Students draw three Frayer model graphic organizers, one for
“absolute chronology,” one for “relative chronology,” and one for
“era.” With their small groups, students discuss what they have
learned about the terms and complete the organizers (this could
be completed as homework.)
EXPLORE – Exploration and Colonization
© 2007 CSCOPE MM/DD/YY
Suggested Day 1 (continued) – 30 minutes
page 3 of 5
Social Studies/8th Grade
Unit: 1 Lesson: 1
Instructional Procedures
Notes for Teacher
1. Introduce the concepts of colonization and exploration. Say:
• To understand the beginning of U.S. History, we must
first understand the concept of exploration.
Materials:
• Map of North America (or world) showing areas
of European exploration and colonization
Attachments:
• Handout: Wordle 1 (Exploration) (1 per
student or 1 to project)
• Handout: Reasons for Exploring North
America (1 per student)
• Teacher Resource: PowerPoint: European
Exploration of North America
• Teacher Resource: Reasons for Exploring
North America KEY
2. In pairs, students briefly discuss what they know about
exploration.
3. Project (or distribute copies of) the Handout: Wordle 1
(Exploration) to add more information to the discussion.
4. As they view the wordle, students write a statement predicting
the topics and meanings associated with the words shown.
Ask questions such as:
• Why are some words bigger (in a larger font) than
others? (Possible student responses: These words are
more important or the main idea.)
• What words draw your attention? (Possible answers:
people, World New, America, Europeans)
1. Project a map of North America that shows the areas that were
explored by England, France, Portugal, and Spain. (Use a map
from the textbook or other classroom materials, or conduct an
Internet image search for maps of European colonization.)
2. Using a prediction graphic organizer, such as a fish web (see
below), students predict possible reasons for countries to
venture and explore unfamiliar parts of the world (North
America).
•
TEKS: 8.2A
Instructional Note:
• ESP = Economic, Social and Political
• Students and Teacher draw the fish web or
other appropriate graphic organizer. If using the
fishbone organizer, the square should be
labeled “Exploration,” and students fill the
connecting lines (fishbones) with reasons for
exploration (essentially, God, gold and glory)
and examples or explanations.
While countries such as Spain, France, Portugal and
England ventured and explored the “New World,” at this
time we are going to focus primarily on England.
3. After viewing a PowerPoint slide on the reasons for English
exploration (Teacher Resource: PowerPoint: Exploration of
North America) and reading relevant sections of the textbook
and other classroom resources, students work on the graphic
organizer Handout: ESP Reasons for Exploring North
America, where they categorize and provide examples of
economic, social and political reasons for exploring North
America.
4. After students have completed the ESP graphic organizer,
facilitate a whole class deeper conversation about the prediction
graphic organizer.
• How do our predictions and ESP chart compare?
5. Students deepen their understanding of the concept of
exploration by reading appropriate sections of the textbook and
other materials and adding to their organizer. (This could be
completed as homework.)
© 2007 CSCOPE MM/DD/YY
page 4 of 5
Social Studies/8th Grade
Unit: 1 Lesson: 1
Instructional Procedures
EXPLAIN – Why Explore?
1. Students write the Key Understanding on a paper and then
support the statement with evidence from their learning during
the Explore section above.
• Nations explore and colonize other geographic areas to
enhance their wealth, power, or opportunity.
2. Facilitate a class discussion where students use their their
learning to answer the guiding questions and provide evidence
to support the Key Understanding.
• Nations explore and colonize other geographic areas to
enhance their wealth, power, or opportunity.
— What are the reasons for European exploration of
North America during the Age of Exploration/Age of
Discovery?
— Why is the Age of Exploration/Age of Discovery
considered a historical era?
ELABORATE – Where Else to Explore?
1. On the board, write the following:
• What are some possibilities for our generation and
future generations to explore?” (Other planets, areas
deep within the ocean, other universes, the human body,
molecular exploration, etc.)
Notes for Teacher
Suggested Day 1 (continued) – 10 minutes
Materials:
• Map of North America (or world) showing areas
of European exploration and colonization
Suggested Day 2 – 20 minutes
TEKS: 8.2A
2. Student pairs discuss exploration possibilities today and prepare
a statement to present to the class that supports their position
and incorporates academic language.
3. Teacher circulates, probing with questions, clarifying or
correcting information, and providing information as needed.
4. Student volunteers share their responses.
5. Continue the discussion, bringing in the ideas related to
exploration during the Age of Discovery and encouraging
discussion about the possibilities and the implications.
EVALUATE
• As an explorer, prepare an oral or visual presentation that
provides a ruler with reasons his/her nation would benefit by
funding your exploration of the New World. (8.2A; 8.30D)
1C; 1E; 3G
© 2007 CSCOPE MM/DD/YY
Suggested Day 2 (continued) – 30 minutes
TEKS: 8.2A, 8.30D
page 5 of 5