UNIT PLAN
Grade Level:
Unit #:
Unit Name:
3
3
Explorers
Big Idea/Theme: Explorers came to the South Carolina region for different
reasons.
Culminating Assessment: Create a flip book that includes each of the 5 key
explorers and their mother country. Summarize the explorer’s experience using
words and pictures, and/or diagrams and accomplishments including the goals
and routes of the individual explorers.
OR
Create an Informational Text (booklet) based on student research on one of the 5
explorers of their choice. This is an integrated Culminating Assessment to be
done with the Reading Unit 2 Informational Text.
Unit Understanding(s)
Students will understand that…
Each country had different
reasons for exploring South
Carolina.
Several explorers accomplished
a great deal and/or established
temporary settlements in South
Carolina.
Explorers followed specific
routes traveling to South
Carolina.
Explorers found unique
geographic features, climates,
and forests within South
Carolina.
Different countries financed
explorations for different
reasons in South Carolina.
Unit Essential Question(s):
What different reasons did the
English, Spanish, and French for
the exploration of South
Carolina?
What were the accomplishments
and where were the settlements
made by the explorers in South
Carolina?
What routes did the explorers
follow traveling to South
Carolina?
What unique geographic
features, climates, and forests
did explorers find within South
Carolina?
What reasons did different
countries have for financing
exploration in South Carolina?
Students will know… / Students will be able to…
Explain why different countries were motivated to send expeditions to
explore South Carolina.
Construct cause and effect models of the various reasons different
countries financed exploration.
Identify ways that different countries benefited from the exploration of
South Carolina.
o European explorers wanted to find a shorter route for spices,
precious metals, and other valuable such as furs.
o Spanish, French, and English monarchs were interested in
expanding their empires by acquiring new land.
o Monarchs wanted their country to be richer and more powerful than
their European rivals.
o Explorers were sent out to claim new lands for “king and country.”
o Merchants and missionaries wanted to expand their knowledge of
the world and to spread Christianity.
Summarize the experiences and accomplishments of de Soto, Ribault,
Pardo, Hilton, and Woodward.
Identify the goals of key explorers.
Illustrate parts of the explorers experience using words, pictures, and/or
diagrams.
Classify the explorers by their mother countries.
Identify routes of exploration.
Compare the areas of South Carolina that were explored and settled.
South Carolina Academic Standards:
3-2.1 Explain the motives behind the exploration of South Carolina by the
English, the Spanish, and the French, including the idea of “king and
country.”
3-2.2 Summarize the activities and accomplishments of key explorers of South
Carolina, including Hernando de Soto, Jean Ribault, Juan Pardo, Henry
Woodward, and William Hilton.
3.2-3 Use a map to identify the sea and land routes of explorers of South
Carolina and compare the geographic features of areas they explored,
including the climate and the abundance of forests.
Interim Assessment (formative)
Explorer organizer
Homework assignments
Informal observation
Quizzes
Key Criteria (to meet the standard/rubric)
Rubric
Explorers Flip Book
Name: ____________________________________
Date: ___________________
4
3
2
1
Explorers
Flip book
contains each of
the 5 key
explorers, their
mother country,
and motive(s)
for exploring.
Flip book
contains 3-4 key
explorers, their
mother country,
and motive(s)
for exploring.
Flip book
contains 2 key
explorers, their
mother country,
and motive(s)
for exploring.
Flip book
contains 1 key
explorer, their
mother country,
and motive(s)
for exploring.
Routes
Routes are
correctly
identified for all
five explorers.
Routes are
correctly
identified for
four explorers.
Routes are
correctly
identified for
three explorers.
Routes are
correctly
identified for
two or fewer
explorers.
Accomplishments
Explorer
accomplishments including
their goals are
described
accurately with
sufficient details
about their
actions.
Explorer
accomplishments including
their goals are
described with
some details
about their
actions.
Explorer
accomplishments including
their goals are
described with
too few details
to depict their
actions.
Explorer
accomplishments that are
described do
not depict their
actions or
goals.
Explorers/Informational Text Culminating Assessment Rubric
Name: _______________________________
Explorer
Content
Nonfiction
Conventions/
Text Features
Organization/
Neatness
4
3
2
Booklet contains Booklet contains Booklet contains
at least 6 accurate 4-5 accurate facts 2-3 accurate facts
facts on the
on the explorer
on the explorer
explorer chosen
chosen
chosen
Booklet contains Booklet contains Booklet contains
at least 6
4-5 Nonfiction
2-3 Nonfiction
Nonfiction
Conventions/Text Conventions/Text
Conventions/Text
Features
Features
Features
accurately
accurately
accurately
Overall
Overall
Overall
organization and organization and organization and
neatness of
neatness of
neatness of
handwriting and
handwriting and
handwriting and
Text Features are text features are
text features are
above average
average
below average
Social Studies; Explorer Score: ____/8
Reading; Informational Text Score: _____/8
1
Booklet contains
0-1 accurate fact
on the explorer
chosen
Booklet contains
0-1 Nonfiction
Convention/Text
Feature
accurately
Handwriting and
text features are
illegible