UNIT
UNIT 2 • Wrap Up
2 Wrap Up
Unit Project
There‘s More Online!
Games Assessment
Choose one of the European explorers that you have
read about in this unit. Imagine that you are a member
of his expedition to Florida. Create a travel log, or
journal, about your journey. Before you begin writing,
look back at Show As You Go! on pages 40–41 to
review your notes. Also read the list below to see what
information should be included in your travel log. As you
work, check off each item as you include it.
Complete the crossword puzzle below.
1
T
R
2
S L A V E R Y
3
T
A
C O L O N Y
A
T
O
U
Y
N
G
V
4
5
J U A N P O N C E D E L E O N
S
R
N
T
T
G
6
M I S S I O N
L
N
A
7
E X P E D I T I O N
D
Your travel log should include…
the dates of your journey.
information about why you came to Florida.
information about the communities you visited.
information on the effects of your journey on Native Americans.
information on the challenges you faced.
at least two illustrations of your journey.
Think about the Big Idea
BIG IDEA
ACROSS
DOWN
2 the practice of treating people as
property and forcing them to work
1
3
place that is ruled by another country
People’s actions affect others.
What did you learn in this unit that helps you understand the Big Idea?
an agreement among countries
2 first permanent European settlement
in North America
4 first conquistador in Florida
3
6 settlement where religion was taught
5 country that controlled Florida at
one time
7 journey for a special purpose
Yes, it does!
at least five entries.
to change your beliefs
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Wrap Up
Crossword Puzzle
As necessary, explain and model for students how to
complete a crossword puzzle. Explain that the answers
come from information throughout the unit.
Unit Project
Read the project directions and the list of things to
include with students. Answer questions they have and
make sure they understand the requirements. Point out
that the image is an example of one journal entry.
Students should refer to the Show As You Go! pages as
they complete their projects. To assess the projects, use
the rubric on the next page.
After students complete their projects, encourage selfreflection by asking:
• What was the most difficult part of making your travel
log? Why?
• If you could change your travel log, what changes would
you make? Why?
netw rks
Go to connected.mcgraw-hill.com for additional resources:
• Games
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• Group Technology Projects
76–77
Unit 2
■
Wrap Up
Differentiated Instruction
Approaching Students can complete fewer than five
entries for their travel logs. Students may also submit a
drawing along with a verbal explanation for an entry.
Beyond Have students include an entry in their travel
log that is written from the perspective of a Native
American in Florida.
ELL Allow students to write their entries in their
native language. Students may also dictate their entries
to a teacher instead of writing them independently.
Response
p
to Intervention
People’s actions affect others.
If . . . students cannot give a substantiated response to the
Big Idea, “People’s actions affect others.”
Then . . . have students think of everyday examples of
how people’s actions affect others. For example, if a parent
group purchases new playground toys, then students will
have new items to play with at recess. Or, if a child decides
to clean up his or her room without being asked, the child’s
parent will be surprised and appreciative. After discussing
everyday examples, have students identify examples of
how people’s actions affected others based on this unit’s
content.
Unit 2 Big Idea Project
Name
Date
Explorer Travel Log Rubric
4
Exemplary
The travel log:
3
Accomplished
The travel log:
2
1
Developing
Beginning
The travel log:
The travel log:
includes more than the
assigned number of
entries and illustrations.
includes the assigned
number of entries and
illustrations.
may not include the
assigned number of
entries and illustrations.
does not include the
assigned number of
entries or illustrations.
clearly contains
the dates of and
motivations for the
explorer’s journey.
contains the dates of
and motivations for
the explorer’s journey.
may not contain all
of the dates of and
motivations for the
explorer’s journey.
does not contain
the dates of and
motivations for the
explorer’s journey.
clearly describes the
early communities of
Florida.
describes the early
communities of Florida.
may not clearly
describe the early
communities of Florida.
does not describe the
early communities of
Florida.
clearly demonstrates
an understanding of
the journey’s impact
on Native Americans.
somewhat
demonstrates an
understanding of the
journey’s impact on
Native Americans.
barely demonstrates an
understanding of the
journey’s impact on
Native Americans.
does not demonstrate
an understanding of
the journey’s impact
on Native Americans.
includes descriptions
of several challenges.
includes descriptions
of a few challenges.
includes the
description of one
challenge.
does not include
any descriptions of
challenges.
contains few, if any,
errors in grammar,
punctuation,
capitalization, and
spelling.
contains some errors in
grammar, punctuation,
capitalization, and
spelling.
contains several
errors in grammar,
punctuation,
capitalization, and
spelling.
contains serious
errors in grammar,
punctuation,
capitalization, and
spelling.
Grading Comments:
Project Score:
Unit 2
■
Project Rubric
77W
UNIT 2 • Florida Test Preparation
Florida Test Preparation
Florida Test Preparation
Read the passage “Estéban Dorantes Helps Out” before answering Numbers 1 through 7.
3
Estéban Dorantes Helps Out
By Jonathan Goldstein
A
Pánfilo de Narváez brought a crew of Spanish explorers to Florida in
1528. They came to search for gold, but their expedition was a disaster. The
men decided to leave. They built rafts and set sail west from Florida. As they
got close to Texas, a storm wrecked their flimsy rafts. De Narváez and many
others drowned!
Enslaved African Estéban Dorantes was one of the survivors. Dorantes
helped the remaining crew find a way to the Spanish colony of Mexico.
Throughout their trip across Texas and into Mexico, Dorantes made friends
with the Native Americans. These peaceful relationships helped the crew
travel safely through Native American communities.
The group finally reached Mexico City eight years after they began their
trip. There they told their tale of adventure. The governor of Mexico, who
was from Spain, was very interested in the stories about Native Americans
in the north. He thought these Native Americans might have riches or know
where to find them. The stories of the survivors encouraged other Spanish
explorers to continue to search for gold in the Americas. The governor of
Mexico sent Dorantes on one of these expeditions in 1539. Dorantes didn’t
make it back from this expedition to northern Mexico, however. He was
killed by Native Americans.
1
Why did Pánfilo de Narváez and his
crew come to Florida?
2
to set up missions
F
B
to search for gold
G
C
to meet Native Americans
D
to sail in the Gulf of Mexico
H
I
They were ordered to do so by the
king.
A storm destroyed the crew’s rafts.
B
He explored parts of northern
Mexico.
C
C
They were encouraged by the stories
the survivors told.
He was sent back to Florida to
search for gold.
D
D
They needed to defend Mexico
against Native Americans.
He became friends with the Native
Americans.
Read the sentence from the story.
Read the sentences from the story.
What quality of Estéban Dorantes
helped the crew get to Mexico
successfully?
As they got close to Texas, a storm
wrecked their flimsy rafts.
What does the word flimsy mean in
this story?
7
F
clean
G
dirty
H
strong
I
weak
Why was the governor of Mexico
interested in the Native Americans?
F
Dorantes had good knowledge of
the sea.
A
He thought they were nice people.
G
Dorantes frightened the Native
Americans.
B
He was glad they helped the
explorers.
Dorantes had a good relationship
with the crew.
C
He needed them to make a map of
the land.
Dorantes had good relationships
with Native Americans.
D
He thought they knew where gold
and other riches were located.
to tell about Native Americans in
Florida
H
to tell the story of the de Narváez
expedition
I
to tell how Estéban Dorantes ruined
the expedition
A
They wanted to find Pánfilo de
Narváez.
Dorantes helped the remaining crew
find a way to the Spanish colony of
Mexico. Throughout their trip across
Texas and into Mexico, Dorantes made
friends with the Native Americans.
These peaceful relationships helped
the crew travel safely through Native
American communities.
to tell where the Spanish found gold
What happened AFTER Estéban
Dorantes arrived in Mexico City?
B
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Florida Test Preparation
Test-Taking Tips
Share this test-taking tip with your students:
• Remind students to pay special attention to any words
in all capital letters in test questions. Explain that
these words give clues to the correct answers. For example, the word MAIN indicates that students need to
choose the answer that is the most general and broad.
Answers
1. B CCS RI.1
2. H CCS RI.2
3. C CCS RI.3
4. I
CCS RI.1
5. B CCS RI.3
6. I
CCS RI.4
7. D CCS RI.3
78–79
5
6
4
What is the author’s MAIN purpose for
writing “Estéban Dorantes Helps Out”?
A
Why did Spanish explorers continue to
search for gold in North America?
Unit 2
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Florida Test Preparation
2/22/11 3:24 PM
Teacher Notes