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..................................................................
Explorers
By Michael Gravois
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.................................
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Hands-On History: Explorers © Michael Gravois, Scholastic Teaching Resources
Dedication
To Stephen Hancock
Scholastic Inc. grants teachers permission to photocopy the reproducible pages from this book for classroom use. No other part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical,
photocopying, recording, or otherwise, without permission of the publisher. For information regarding permission, write to Scholastic Professional
Books, 555 Broadway, New York, NY 10012-3999.
Cover design by and Norma Ortiz
Interior design by Solutions by Design, Inc.
Interior illustrations by Andrea Barrett
Cover photographs by Donnelly Marks
ISBN 0-590-39598-X
Copyright © 1999 by Michael Gravois. All rights reserved.
Printed in the U.S.A.
Hands-On History: Explorers © Michael Gravois, Scholastic Teaching Resources
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..................................................................
Table of Contents
Introduction
.............................................................................4
How to Use This Book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Giant Timeline
..........................................................................5
Brainstorming About Exploration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Exploration Vocabulary Bulletin Board . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Reasons for Exploration Mini-Book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Explorers Accordion Timeline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Q&A Flip Book About the Vikings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Marco Polo’s Route . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Compass Experiment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Comparing the Routes of Dias and Da Gama . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Columbus Influences and Consequences Graphic Organizer . . . . . . . . . . . . . . . . . . 13
Christopher Columbus—This is Your Life . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Readers Theater: Christopher Columbus. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
A Ship’s Timer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Smells of the New World Experiment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Postcards from Famous Explorers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Northwest Passage Step Book
Ponce de León Brochure
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Cortés Conquers the Aztecs—Two Points of View . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Pizarro and Cortés: Comparison Graphic Organizer. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
De Soto and Coronado: Comparison Venn Diagram
Explorers Notebook Guide
. . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Reproducibles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Hands-On History: Explorers © Michael Gravois, Scholastic Teaching Resources
Introduction
As a middle-school teacher, I was always looking for ways to keep students interested and
enthusiastic about learning. I began to develop activities and projects that helped me teach
the required curriculum and also made my lessons fun, hands-on, diverse, and challenging.
I’ve been using an interactive-project approach with my fifth-grade students for several
years, and I can’t stress enough how enjoyable my students find it. I am amazed at the
higher-level thinking that takes place in class discussions and by the amount of knowledge
the students have acquired by the end of each unit. Parents even comment on the unique
way the information is presented and how easy it is for their children to study for the final
test. After seeing my students’ success, I thought I would put my ideas on paper. Hands-On
History: Explorers is a compilation of my activities.
For each activity and project, I’ve included detailed instructions. Many of the activities
tie in language arts and critical thinking skills (fact/opinion, compare/contrast, 5 W’s,
cause/effect, writing a letter, brainstorming, sequencing, and so on). The activities provide
students with an interactive, hands-on way to learn the subject matter.
I’ve also provided instructions for combining many of the projects students create or
complete into a notebook. The completed notebook becomes a useful and comprehensive
study guide for tests.
I hope your students enjoy these projects as much as mine do.
How to Use This Book
SUPPLIES
At the beginning of each school year, I have my students bring in the materials needed to
create the projects we’ll be doing in social studies. I also arrange the desks in my classroom
in clusters. This enables students to share the materials, which are kept in coffee cans
covered in contact paper. You should have each of your students bring in the following
materials:
o a roll of tape
o several glue sticks
o a good pair of scissors
o a packet of colored pencils
o a packet of thin, colored markers
o a project folder (pocket-type) to hold papers and other materials related
to the projects
Maximizing Learning
Because students have different learning styles, I like to first orally summarize the
information we will be covering that day. Then we read the related section in the textbook
or trade book. And finally, we do the activity. This not only exposes visual, aural, and artistic
learners to the information through their strongest learning style but also allows them to
review the same information several times.
4
Hands-On History: Explorers © Michael Gravois, Scholastic Teaching Resources
Giant Timeline
MATERIALS: bulletin-board paper, markers
Up until the 1500s, people rarely ventured far beyond the area where they were born.
Advances in transportation and technology in the 1500s ushered in an era that became
known as “The Age of Exploration.” In Europe, a mad rush began to find, explore, and
settle new lands, which was driven by the desire for wealth, fame, and national pride. To
help illustrate this incredible boom in exploration, create a timeline on bulletin-board
paper, and hang it across the front of the classroom throughout your unit. Use the illustration below as a guide. Space the centuries two feet apart to have enough room to write
about the explorations in the 1500s-1600s. This 22-foot banner will impress upon students
just how active this period in history was in relation to other centuries.
900
1000
1002 – Leif Ericson arrives in North America
1100
1200
1271 – Marco Polo travels in China
1300
1400
1410 – Prince Henry pursues interests in
navigation
1488 – Dias sails around tip of Africa
1492 – Columbus discovers a world unknown
to Europeans
1497 – Cabot finds the Grand Banks
1498 – Da Gama sails around Africa all the
way to India
1500
1507 – Vespucci realizes that Columbus had
reached a new continent
1513 – Balboa discovers the Pacific Ocean
1513 – Ponce de León claims Florida for
Spain
1519 – Cortés conquers the Aztecs
1519 – Magellan’s crew sails around the world
1524 – Verrazano explores the East Coast of
North America
1531 – Pizarro conquers the Incas
1534 – Cartier explores the Gulf of St.
Lawrence
1539 – De Soto explores southeastern U.S.
1540 – Coronado explores southwestern U.S.
1600
1603 – Champlain explores New France and
founds Québec
1609 – Hudson explores Hudson River area
1673 – Marquette and Joliet explore the
Mississippi River, looking for a
Northwest Passage
1682 – La Salle claims areas along the
Mississippi River for France
1700
1800
1804 – Lewis and Clark explore the Louisiana
Territory
1900
1969 – Armstrong walks on the moon
2000
Hands-On History: Explorers © Michael Gravois, Scholastic Teaching Resources
5
Brainstorming About Exploration
MATER IALS: copies of pages 22–25
After introducing “The Age of Exploration,”
conduct the following activity. It offers a
hands-on way for students to brainstorm and
discuss aspects of exploration, and provides
the materials for an educational display in
the classroom or hall.
1. Have students work in groups of four.
2. Copy the question sheets on pages 22–25, and give each student in the group a
different question sheet.
3. Pair up two groups, and have the members of both groups arrange their four
chairs so that they are sitting in a line facing one another.
4. When you say “BEGIN,” students in Group 1 should read their question to the
person in Group 2 whom they are facing. The respondee should answer that
question while the questioner records the answer on the question sheet. Allow
two to three minutes for this, and then tell students to “STOP.”
5. When you say “BEGIN,” students in Group 2 should read their question to the
person in Group 1 whom they are facing and record the answers on the
question sheet. Allow two to three minutes for this, and then tell students to
“STOP.”
6. When you say “SWITCH,” the members of Group 1 should rotate—the first
person should go to the last seat, and the other three members should move
over one seat. They should now be facing new members in Group 2 (Group 2
should not move at all).
7. Repeat steps four, five, and six until each member in Group 1 has asked his or
her question of each member in Group 2, and responded to each question from
Group 2. At one point each student will respond to the same question that he
or she has been asking.
8. Have students who asked Question A meet with one another and record on
chart paper all of the answers that were gathered (the question should be prewritten at the top of the chart paper). Tell students to record only appropriate
responses. Students who asked Questions B, C, and D should also meet in
groups and record appropriate responses.
9. After students have recorded the answers, ask one student from each group to
read them. Discuss the answers as a class, and add any information you feel
should have been included. (Some possible answers to each of the questions
can be found on page 7.)
10. Hang these questions and answers in the classroom or hall so that students can
refer to them throughout this unit.
6
Hands-On History: Explorers © Michael Gravois, Scholastic Teaching Resources
POSSIBLE ANSWERS TO QUESTIONS:
QUESTION A: If somebody from the 1400s were
to time travel to the present, what differences
would he or she find?
TRANSPORTATION: We now have planes, trains,
cars, rockets, nuclear-powered submarines. It
took Columbus two months to cross the
Atlantic, but it now can be done in three hours
on the Concorde.
COMMUNICATION: We now have Federal
Express, radio, television, telephones,
computers, beepers, call waiting, faxes, mass
publishing of books.
FOOD: We have fast food, grocery stores filled
with spices, international restaurants,
microwave ovens.
TECHNOLOGY: We have computers, radar,
sonar, satellites, space probes
DRESS: Girls now wear pants. People have
different hairstyles. Different fabrics are
available, and patterned materials can be easily
mass-produced.
MEDICINE: Diseases that used to kill many
people are now preventable—smallpox,
bubonic plague, gangrene. We now have heart
transplants, laser surgery, brain surgery, testtube babies.
QUESTION B: What were some of the dangers
early explorers faced, both real and imagined?
REAL: Disease, death, getting lost, bad weather,
pirates, unfriendly native peoples, running out
of food, scurvy, mutiny, sinking, shipwrecks,
whales, sharks.
IMAGINED: Sea monsters, falling off the edge of
the world, boiling water near the equator, great
whirlpools that swallowed ships.
QUESTION C: What are some of the reasons
why someone would become an explorer? What
qualities would this person have to possess?
REASONS: Curiosity, fame, wealth, national
pride, foreign goods, religious freedom (and to
spread their religion), faster and cheaper trade
routes.
QUALITIES: Bravery, self-confidence, egoism,
curiosity, intelligence, navigation experience,
map-reading skills, knowledge of astronomy.
QUESTION D: What types of explorers are alive
today? List occupations and people’s names.
OCCUPATIONS: Astronauts, deep sea divers,
archeologists, microbiologists, mountain
climbers, people who look for shipwrecks and
buried treasures, space probes on other
planets.
PEOPLE: Jacques Cousteau, Neil Armstrong,
Rob Ballard.
Exploration Vocabulary
Bulletin Board
MATER IALS: blue paper for the background, copies of page 26
At the beginning of our Explorers unit, I set up an
“Exploration Vocabulary” bulletin board that students add to
as our unit unfolds. I use blue paper as the background and add
a title banner that says EXPLORATION VOCABULARY.
Students take turns writing each new vocabulary word on the ship,
along with its definition as we learn it. Keep a supply of “vocabulary ships” handy for
students to use. See the list below for possible words and their definitions.
Hands-On History: Explorers © Michael Gravois, Scholastic Teaching Resources
7
Other Ideas
As an alternative to the bulletin-board idea, you could have each student put together his or
her own “ship-shape vocabulary book.” Provide students with their own ship outlines to
complete and then compile into a book.
WORD LIST
1. sagas—legends and stories about heroic
deeds told by the Vikings
8. circumnavigate—to go completely around
the world, especially by water
2. expedition—a journey made for a
particular purpose
9. gulf—an extension of an ocean or sea into
the land
3. Renaissance—a period of cultural and
artistic growth that spread throughout
Europe in the 1400s and 1500s
4. merchant—a buyer and seller of goods for
profit
5. navigation—the science of determining a
ship’s location and the direction and
distance it traveled
6. port—a harbor where ships dock to load
and unload cargo
10. conquistador—Spanish for “conqueror”; a
leader in the Spanish conquest of America
11. peninsula—a long, narrow portion of land
extending out into the water
12. epidemic—a disease contracted by many
people at one time
13. mission—a settlement of religious teachers
14. missionary—a person who teaches his or
her religion to others with different beliefs
7. isthmus—a narrow strip of land between
two bodies of water
Seven Reasons For
Exploration Mini-Book
MATER IALS: copy of page 27, colored pencils or
markers, scissors
Discuss the reasons early explorers went on their
journeys and list them on the board (see below). Tell
students they will use this information to create a
mini-book about the reasons for exploration. Provide
each student with the instructions for creating it on
page 27. On each page of the book, starting on the
cover, have students write the reason across the top
of the page, draw an icon representing the reason,
and then add a complete sentence describing that
reason.
Curiosity—People wondered who and what else
was out there in the world.
8
Hands-On History: Explorers © Michael Gravois, Scholastic Teaching Resources
Wealth—Many people explored in order to find their fortune.
Fame—Some people wanted to go down as a great name in history.
National Pride—Many people explored to claim new lands for their country and become
national heros.
Religion—Some explorers went on pilgrimages to spread Christianity.
Foreign Goods—People wanted to bring back spices and jewels that could not be found in
their own country.
Better Trade Routes—Many people explored to find faster and cheaper ways to foreign
countries.
Explorers Accordion Timeline
MATER IALS: 2 copies of page 28, scissors, colored pencils or markers
Explain to the students that they will be constructing a timeline featuring all of the explorers about whom they will learn. The timeline is a work-in-progress. As they study each
explorer, they will add his name to the timeline, along with the date his journey took place.
They should also include the reasons he explored and describe his accomplishments.
Pass out two copies of the reproducible timeline sheet (page 28) to each student. Tell
them to cut each sheet along the long center line, as indicated by the scissors icon to make
four long strips of paper. Have them tape the four strips of paper into one long line (explain
that they should tape the timelines from behind so that the tape does not cover the area on
which they are going to write).
Demonstrate how to fold this long timeline accordion-style so that all of the writing is on
the inside. When the timeline is closed, the top panel should be blank.
On this top panel, ask them to write “(Your name)’s Timeline of Exploration,” using creative lettering, and to draw an illustration under the title.
Have students add to the timeline throughout the unit. A list of explorers and information about them is included in the box on the next page.
Hands-On History: Explorers © Michael Gravois, Scholastic Teaching Resources
9
EXPLORERS—A TIMELINE
1002—LEIF ERICSON
Reason for Exploration: He wanted to find wood
for Viking settlements in Greenland.
Accomplishment: He became the first European to
set foot on the North American continent.
1271—MARCO POLO
Reason for Exploration: He wanted to travel to
China to get spices, jewels, perfumes, and silks
to take back to Italy.
Accomplishment: After 17 years in China, he
returned to Italy and wrote of his exploits. His
book inspired future explorers.
1410–1460—PRINCE HENRY THE NAVIGATOR
Reason for Exploration: He was fascinated by the
sea and wanted his fleet to find an all-water
route between Portugal and Asia.
Accomplishment: He established a school of
navigation and opened an observatory and
shipyard.
1488—BARTHOLOMEU DIAS
Reason for Exploration: He wanted to find an allwater route to Asia by heading around Africa.
Accomplishment: He made it as far as the
southern tip of Africa.
1492–1504—CHRISTOPHER COLUMBUS
Reason for Exploration: He wanted to head west
to find an all-water route to Asia.
Accomplishment: He opened up the Western
Hemisphere to Europe.
1497—JOHN CABOT
Reasons for Exploration: He wanted to find an allwater route to Asia by traveling north and west.
Accomplishment: He explored the waters off
Canada, but thought he was in Asia. He
discovered the Grand Banks, a rich fishing area.
1498—VASCO DA GAMA
Reason for Exploration: He wanted to find an allwater route to Asia by heading around Africa.
Accomplishment: He became the first person to
find an all-water route around Africa to Asia.
1507—AMERIGO VESPUCCI
Reason for Exploration: He was inspired by the
stories of Columbus.
Accomplishment: He realized that Columbus had
discovered a world unknown to Europeans.
America was named after Vespucci.
10
1513—JUAN PONCE DE LEÓN
Reasons for Exploration: He was looking for
gold and the “fountain of youth.”
Accomplishment: He claimed Florida for Spain.
1513—VASCO NÚÑEZ DE BALBOA
Reason for Exploration: He wanted to find riches
and a way across America.
Accomplishment: He was the first European to
reach the Pacific Ocean.
1519—HERNANDO CORTÉS
Reason for Exploration: He wanted to conquer
the Aztecs for their gold and silver.
Accomplishment: He conquered the Aztecs,
stole their gold and silver, and claimed their
land for Spain.
1519-1522—FERDINAND MAGELLAN
Reason for Exploration: He wanted to reach the
Indies by sailing west.
Accomplishment: Though he was killed, his crew
reached the Indies and sailed around the world.
1524—GIOVANNI DA VERRAZANO
Reason for Exploration: He wanted to find a
Northwest Passage to Asia.
Accomplishment: He explored the coast of North
America from what is now the state of North
Carolina up to Nova Scotia and Newfoundland
in Canada.
1531—FRANCISCO PIZARRO
Reason for Exploration: He wanted to conquer
the Incas and take all of their gold and silver.
Accomplishment: He conquered the Incas, took
their riches, and claimed their land for Spain.
1534—JACQUES CARTIER
Reason for Exploration: He wanted to find a
Northwest Passage to Asia.
Accomplishment: He discovered the Gulf of
St. Lawrence and the St. Lawrence River and
claimed the area for France.
1539—HERNANDO DE SOTO
Reason for Exploration: He was looking for the
fabled Seven Cities of Gold.
Accomplishment: He claimed much of the
southeastern part of today’s United States for
Spain.
1540—FRANCISCO CORONADO
Reason for Exploration: He was looking for the
fabled Seven Cities of Gold.
Accomplishment: He claimed much of the southwestern part of today’s United States for Spain.
Hands-On History: Explorers © Michael Gravois, Scholastic Teaching Resources
Q&A Flip Book About the Vikings
MATER IALS: copy of page 29, scissors
Students can make this Q&A Flip Book after
they’ve read about and discussed the Vikings
and their exploration of North America. It is a
fun way for them to summarize and apply the
information. They can use the same format to
summarize other chunks of information.
Have students cut the strips, as indicated by
the scissors icon. They should cut the strips up
until the line. (See photo.) Then glue the left
side of the page onto a blank sheet of paper.
You can have students answer these questions in class or for homework. If in class, they
may answer them individually, in pairs, or in small groups.
POSSIBLE ANSWERS:
1. The Vikings originally came from Norway.
2. Erik knew that no one would want to settle on the icy island, so he named it Greenland so
people would think it was green and lush.
3. Leif Ericson was Erik’s son.
4. A sailor who had been making his way back to Greenland was blown off course. He returned to
Greenland and told everyone of a tree-covered land he had seen.
5. Because Greenland had so few trees, Leif decided to explore the new land to see if he could find
wood to build houses and to use for firewood.
6. In 1961, archeologists discovered the remains of a settlement that was nearly 1,000 years old.
They found artifacts and the foundations of houses.
7. The land he discovered was covered with vines, so he called it Vinland, or “land of vines.”
Marco Polo’s Route
MATER IALS: copy of page 30
Have students read about Marco Polo and
discuss his travels.
Pass out a copy of page 30 to each student.
Tell students to plot Marco Polo’s journey on
the map. Then have them cut off the top
portion of the page (the map) and attach it to
the bottom half by taping only the right and
left sides. Then ask them to cut the page in the middle along the dotted line. Finally, have
them answer the five W-questions inside the page.
Hands-On History: Explorers © Michael Gravois, Scholastic Teaching Resources
11
Prince Henry the Navigator—
Compass Experiment
MATER IALS: per group: a copy of page 31, a small bowl
of water, a flat cork or piece of foam packing material, a
magnet, a large sewing needle
After my students have read about Prince Henry the
Navigator, I ask them to work in small groups to
make their own compasses.
Begin by asking students to close their eyes and to
point north. Then have them open their eyes. They
will probably have pointed in 20 different directions.
Discuss with them the various ways navigators could
tell which direction was north (the North Star, the
location of the sun in the sky, a compass). Explain that a compass is nothing more than a
magnetized needle suspended in liquid. The needle revolves around a pin and points
toward magnetic north/south.
Ask students to work in small groups. Give each group the materials listed above. Have
them follow the procedure on page 31 and complete the form.
Comparing the Routes of
Dias and Da Gama
MATER IALS: copy of page 32, colored
pencils and markers
Have students read about Bartholomeu Dias
and Vasco da Gama.
Pass out copies of the map of Dias’s and Da
Gama’s journeys (page 32). Have students use
their textbook or reference books to plot the
journeys of these two men; they should use
two different colors, and then complete the
key to identify the two routes.
Then have them complete the bottom
section of the page. Under each explorer’s
name, they should write a paragraph
describing his journey and accomplishment.
The map section should be cut out and taped
along the top edge over the bottom section
(the paragraphs).
12
Hands-On History: Explorers © Michael Gravois, Scholastic Teaching Resources
Columbus Influences
and Consequences
MATER IALS: copy of page 33
Before students read about Christopher Columbus, distribute copies of the graphic organizer
(page 33). As they read and learn about Columbus, have them complete the graphic organizers.
Christopher Columbus—
This is Your Life!
MATER IALS: copies of page 34
Pass out two copies of “Christopher Columbus—This is Your Life!” (page 34) to each student. Have students follow the instructions, creating four snapshots of Columbus’s life and
writing three or four sentences explaining each one. Students should use there captions for
their four snapshots:
1. Meeting King Ferdinand and Queen Elizabeth
3. The death of Columbus
2. Seeing the New World for the first time
4. Vespucci Amerigo
This can be done in class or for homework.
Readers Theater—
Christopher Columbus Searching
for the Indies
Reading plays aloud can provide students with opportunities to make connections between
the history they’re learning and their own lives. Taking on a role, even for a very short time,
allows learners to become part of the story of our history, to become emotionally involved in
it. The play on page 35–40 tells the story of Columbus’s 1492 voyage.
Hands-On History: Explorers © Michael Gravois, Scholastic Teaching Resources
13
A Ship’s Timer
MATER IALS: two plastic soda bottles, salt or sand, masking tape, plastic wrap,
and pin or pen
How did crewmen aboard Columbus’s ships know when it was time to do their
chores? They depended on a half-hour sand glass and the ship’s boy who called out
the time. “One glass is gone, and now the second floweth,” the boy on duty would
shout. After eight glasses, or four hours, a new boy would come on deck
to call out the time.
Invite students to make their own sand timers. Have them pour some
salt into one of their two bottles, and seal its mouth by covering with plastic wrap
and securing the wrap with tape. After using the pin or pen to puncture a small
hole in the plastic wrap, they should firmly tape the mouth of the second bottle
over the first one. Then they can turn the bottles over to see how much time it
takes for all the salt to run from one bottle into the other.
Smells of the New World
MATER IALS: copy of page 41, paper cups, aluminum foil, paper clip, various items to smell
(see box below)
You will need to prepare for this multisensory activity the night before the class, but it’s well
worth the effort—students love it.
Take 12 to 15 small paper cups, and number the cups 1–12 (or 1–15). Fill them with
items from the list below. (These are all items that were brought back to Europe from the
Western Hemisphere.) Make a master list of which cup number contains which item. Cover
each cup with aluminum foil, and tape the foil to the side of the cup. Use a paper clip to
poke six holes in the aluminum foil. Divide the class into groups of four or five. Give each
group a copy of the reproducible on page 41.
Give each group one cup. Each group member should take a turn smelling the contents
and discussing what he or she thinks is in the cup. (Warn students that if they shake the cup,
look down into the holes, or tear the aluminum foil, they will be disqualified.) Have them
write their guesses on the reproducible sheet.
After one minute, the
groups should rotate the cups.
ITEMS FROM THE NEW WORLD
You can collect the cups from
o pineapple
o tobacco
the last group and give a new
cup to the first group. Continue
o sunflower seeds
o marigolds
until the members of each
o chili pepper
o bell peppers/green peppers
group have had a chance to
o pumpkin
o vanilla bean (or extract)
smell each cup.
o blueberries
o tomatoes
Review the master list with
o chocolate
o kidney beans
the class, and see which group
correctly identified most of the
o potatoes
o peanuts (or peanut butter)
contents.
o corn
14
Hands-On History: Explorers © Michael Gravois, Scholastic Teaching Resources
Postcards From Famous Explorers
`
MATER IALS: copy of page 42, scissors, colored pencils or markers
Have students read about Balboa and Magellan.
Then have them glue the postcard reproducible into a piece of white construction paper.
Have them cut out the two postcards. On the blank side of each postcard, have students use
markers or colored pencils to draw one scene from Balboa’s explorations and one scene
from Magellan’s. On the reverse left side of each card, ask students to write a complete
paragraph, as if it were written by the explorer. On the right side, they should address the
postcard to someone in Europe. Remind them that Balboa was from Spain and Magellan
from Portugal.
Encourage them to design a creative stamp in the upper right-hand corner of the postcard.
A Step Book About the Search
for a Northwest Passage
MATER IALS: copy of pages 43–44 scissors, colored pencils or markers
Have students read about John Cabot, Giovanni da Verrazano, and Jacques Cartier.
Make double-sided copies of the step book template (pages 43–44), copying them so that
panel 1 is on the opposite side of panel 4. (You should construct a book so you can advise
students.) Pass out the copies and have students follow the instructions to construct the
books. They can work on the books in class or for homework.
POSSIBLE ANSWERS
PANEL 3—BRAINSTORMING ACTIVITY
o Europeans wanted spices, perfumes, and
jewels from Asia.
o Traveling by water is faster than traveling by
land.
o Traveling by water is cheaper than traveling
by land.
o Italian and Arab merchants controlled the
trade routes across the land.
o An all-water route would eliminate these
merchants and lower the cost of the goods.
o You can carry more goods by ship.
PANEL 4—EXPLORER CHART
France; 1524; explored the East Coast of America
from North Carolina up to Canada; wanted to
find the Northwest Passage; didn’t find the
passage, but did claim a lot of land for France.
Jacques Cartier—French; explored for France;
1534; explored the area around Newfoundland;
wanted to find the Northwest Passage; didn’t
find the passage
but did explore
and claim the
Gulf of St.
Lawrence and
the area around
the St. Lawrence
River.
John Cabot—Italian; explored for England; 1497;
explored the area around Newfoundland; wanted
to find an all-water route to Asia; didn’t find the
all-water route but did find the Grand Banks.
Giovanni da Verrazano—Italian; explored for
Hands-On History: Explorers © Michael Gravois, Scholastic Teaching Resources
15
A Brochure About
Ponce de Leon
MATER IALS: copy of page 45, scissors, colored pens
and markers
After students have read about Ponce de León, give
each of them a copy of “Ponce de León Wants You!”
(page 45). Students may follow the directions to make
their own recruitment brochure.
Cortes
` Conquers the Aztecs—
Two Points of View
Have students read about Hernando Cortés in their textbook.
Discuss the importance of the use of point of view in storytelling. Perhaps you could
read The True Story of the Three Little Pigs by Jon Scieszka, and compare this story as told
by the wolf to the traditional story as told by the pigs.
Make two columns on the board. Label the first “Aztec Indians” and the second “Cortés’s
Soldiers.” Compare the story of Cortés’s arrival as it might have been seen by an Aztec
Indian and by one of the Spanish soldiers. Since the Aztecs thought the Spaniards were
gods, and the soldiers were planning to conquer these people, the story of Cortés’s arrival is
very different, depending on who is telling the story. Have students choose one side whose
point-of-view they wish to write about in their paragraphs. They should use the following
words in their stories: Cortés, Moctezuma, Tenochtitlán, Aztecs, Quetzalcoatl, six-legged
beasts (horse and rider).
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Hands-On History: Explorers © Michael Gravois, Scholastic Teaching Resources
Pizarro and Cortes:
`
Comparing Conquistadors
MATER IALS: copy of page 46
Have students read about
Francisco Pizarro.
Pass out a copy of
“Comparing Conquistadors”
(page 46) to each student. Ask
students to complete the
graphic organizer comparing
Pizarro and Cortés. Suggested
answers are given on the
following page.
De Soto and Coronado:
Comparison Venn Diagram
MATER IALS: copy of page 47
After students have read about
Hernando de Soto and
Francisco Coronado, have
them complete the Venn
diagram comparing and
contrasting the two
conquistadors (page 47).
Hands-On History: Explorers © Michael Gravois, Scholastic Teaching Resources
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Explorers Notebook Guide
Compiling all the books, maps, and graphic organizers students have created into an
interactive Explorers Notebook provides students with a wonderful study guide. Most of
what they’ve created can be simply glued onto an 8 1/2- by 11-inch paper. You may want
them to create a pocket page for the mini-timeline.
MATER IALS: all of the projects students have created, 8 1/2- by 11-inch paper, colored
pencils, markers, glue sticks, stapler
COVER
Encourage students to
create a colorful illustration
for the cover of the
notebook. They can use a
white piece of 8 1/2- by
11-inch piece of paper or a
piece of construction paper.
Be sure they include a title,
their name, and a date.
(See two examples on
the right.)
PAGE 1
Have students paste the
7 Reasons for Exploration mini-book
on the first right-hand page. Be sure
they include a title. Students may want
to add a border to the page.
18
PAGE 2
Suggest that students
create a pocket on the
next page for the
Accordion Explorers
Timeline. They can do so
by cutting a piece of 8
1/2- by 11-inch paper in
half, and pasting the
bottom and sides onto
the lower half of page 2.
Encourage them to add
a title and to decorate
the page.
Hands-On History: Explorers © Michael Gravois, Scholastic Teaching Resources
PAGE 4
Have students
glue their
completed
Marco Polo map
and the Dias and
DaGama map
PAGE 3
Have students
use the Q&A
Flip Book
page as the next
page.
PAGE 5
After students
have completed
the compass
experiment, have
them insert the
reproducible
(Create-YourOwn-Compass)
into their
notebook.
PAGE 6
Have students use
the completed
Columbus graphic
organizer page as
the next page of
their notebook.
PAGES 7 AND 8
Have students cut
out the four
pictures and
paragraphs they’ve
created that tell
about Columbus
and paste them in
their notebook.
PAGE 9
Have students use the result sheet from
the Smells of the New World as the next
page of their notebook.
Hands-On History: Explorers © Michael Gravois, Scholastic Teaching Resources
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PAGE 10
Have students tape
their completed
postcards along
one side into page
10 of their
notebooks. This
will allow them to
see the reverse
side of the card.
PAGE 12
Tell students to
paste the back
page of their
Ponce de León
brochure onto
page 12.
PAGE 11
Have students paste the back of the last
page of their Northwest Passage Stepbook
on page 11 of their notebook. Encourage
them to add a border to this page.
PAGES 13 AND 14
Have students insert the
graphic organizers about
Cortes and Pizarro,
DeSoto and Coronado so
they become the next two
pages of their notebook.
Have students staple all the pages together. Invite them to have a notebook sharing day. You may
want to display their notebooks on a bulletin board in your classroom or in a hallway. Remind
students to use their notebooks as study guides when preparing for a test.
20
Hands-On History: Explorers © Michael Gravois, Scholastic Teaching Resources
Reproducibles
Hands-On History: Explorers © Michael Gravois, Scholastic Teaching Resources
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Name ________________________________________________________ Date ____________________________________
..................................................................
Question A—Brainstorming Activity
Ask each of your partners the following question.
Record the person’s name and answers in the space provided.
QUESTION A: If somebody from the 1400s were to time-travel to the
present, what differences would he or she find?
22
RESPONSE #1
RESPONSE #2
(Name)
(Name)
RESPONSE #3
RESPONSE #4
(Name)
(Name)
Hands-On History: Explorers © Michael Gravois, Scholastic Teaching Resources
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Name ________________________________________________________ Date ____________________________________
..................................................................
Question B—Brainstorming Activity
Ask each of your partners the following question. Record the person’s name
and answers in the space provided.
QUESTION B: What were some of the dangers that early explorers faced,
both real and imagined?
RESPONSE #1
RESPONSE #2
(Name)
(Name)
Real Dangers—
Real Dangers—
Imagined Dangers—
Imagined Dangers—
RESPONSE #3
RESPONSE #4
(Name)
(Name)
Real Dangers—
Real Dangers—
Imagined Dangers—
Imagined Dangers—
Hands-On History: Explorers © Michael Gravois, Scholastic Teaching Resources
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Name ________________________________________________________ Date ____________________________________
..................................................................
Question C—Brainstorming Activity
Ask each of your partners the following question.
Record the person’s name and answers in the space provided.
QUESTION C: What are some of the reasons that someone would become
an explorer? What qualities would this person have to possess?
RESPONSE #1
RESPONSE #2
(Name)
(Name)
Reasons—
Reasons—
Qualities—
Qualities—
RESPONSE #3
RESPONSE #4
(Name)
(Name)
Reasons—
Reasons—
Qualities—
Qualities—
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Hands-On History: Explorers © Michael Gravois, Scholastic Teaching Resources
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Name ________________________________________________________ Date ____________________________________
..................................................................
Question D—Brainstorming Activity
Ask each of your partners the following question.
Record the person’s name and answers in the space provided.
QUESTION D: What types of explorers are alive today? List occupations
and people’s names.
RESPONSE #1
RESPONSE #2
(Name)
(Name)
RESPONSE #3
RESPONSE #4
(Name)
(Name)
Hands-On History: Explorers © Michael Gravois, Scholastic Teaching Resources
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Name ________________________________________________________ Date ____________________________________
..................................................................
Ship Shape
Definition:
__________________________
__________________________
__________________________
Word:
_____________________
__________________________
__________________________
Definition:
__________________________
__________________________
__________________________
Word:
_____________________
26
__________________________
__________________________
Hands-On History: Explorers © Michael Gravois, Scholastic Teaching Resources
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Name ________________________________________________________ Date ____________________________________
.................................................................
Creating a Mini-Book
1. Fold a sheet of paper in half
width-wise.
5. Open the paper up and turn it
horizontally. There should be a
hole in the center of the paper
where you’d made the cut.
2. Fold it in half again in the
same direction.
6. Fold the paper in half length-wise.
3. Fold this long narrow strip in
half in the opposite direction.
4. Open the paper up to the Step 2
position, and cut halfway down
the vertical fold.
7. Push in on the ends of the paper
so the slit opens up. Push until
the center panels meet.
8. Fold the four pages into a book
and crease the edges.
Cut here
Hands-On History: Explorers © Michael Gravois, Scholastic Teaching Resources
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✄
28
Hands-On History: Explorers © Michael Gravois, Scholastic Teaching Resources
Date of Exploration
(Explorer’s Name)
Reason for Exploration
Accomplishment
Date of Exploration
(Explorer’s Name)
Reason for Exploration
Accomplishment
(Explorer’s Name)
Reason for Exploration
Accomplishment
Accomplishment
Reason for Exploration
(Explorer’s Name)
Date of Exploration
Date of Exploration
Accomplishment
Reason for Exploration
Reason for Exploration
Accomplishment
(Explorer’s Name)
Date of Exploration
(Explorer’s Name)
Date of Exploration
Accomplishment
Reason for Exploration
(Explorer’s Name)
Date of Exploration
Accomplishment
Reason for Exploration
(Explorer’s Name)
Date of Exploration
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Name ________________________________________________________ Date ____________________________________
..................................................................
A Flip Book About the Vikings
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Follow your teacher’s directions to create a flip book about the Vikings.
.................................................................
1
From which country did the Vikings originally come?
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................................
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✄. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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2
Why did Erik the Red name the land he discovered Greenland?
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................................
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✄. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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3
Who was Leif Ericson?
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................................
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✄. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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4
How did Leif Ericson know of new lands to the west of Greenland?
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................................
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✄. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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5
Why did Leif Ericson decide to go to this new land?
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................................
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✄. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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6
How do we know that the Vikings actually settled in Vinland?
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✄. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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7
Why did he name this new land Vinland?
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................................
✄. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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Name ________________________________________________________ Date ____________________________________
..................................................................
Marco Polo’s Route
Draw Marco Polo’s route on the map.
Then follow your teacher’s directions to complete this page.
Marco Po lo’s Route
Who was Marco Polo?
_____________________________________________________________________________________________
What did he do?
_____________________________________________________________________________________________
Where did he do it?
_____________________________________________________________________________________________
When did he do it?
_____________________________________________________________________________________________
Why did he do it?
_____________________________________________________________________________________________
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Hands-On History: Explorers © Michael Gravois, Scholastic Teaching Resources
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Name ________________________________________________________ Date ____________________________________
..................................................................
Create-Your-Own Compass
Materials
Large sewing needle, a piece of cork or foam, magnet, and a bowl
Procedure
1. Fill the bowl with water.
2. Pass one end of the magnet along the length
of the needle in the same direction 30 times.
This magnetizes the needle.
3. Place the cork or foam in the center of the bowl.
4. Place the needle on the cork or foam.
RESULTS
Draw your results here.
Write about your results here.
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
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Name ________________________________________________________ Date ____________________________________
..................................................................
The Routes of Dias and Da Gama
Complete the map by showing Dias and Da Gama’s routes.
Be sure to complete the map key. Then write a paragraph
telling about each explorer’s accomplishments.
Bartholomeu Dias
Vasco da Gama
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
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Hands-On History: Explorers © Michael Gravois, Scholastic Teaching Resources
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Name ________________________________________________________ Date ____________________________________
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Columbus Discovers the New World
Complete the graphic organizer.
FACTORS LEADING TO
CONSEQUENCES OF
COLUMBUS’S
DISCOVERY
OF THE NEW
WORLD
Hands-On History: Explorers © Michael Gravois, Scholastic Teaching Resources
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Name ________________________________________________________ Date ____________________________________
..................................................................
Christopher Columbus—This is Your Life!
Draw pictures that tell about Columbus.
Then write a paragraph describing each picture.
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Hands-On History: Explorers © Michael Gravois, Scholastic Teaching Resources
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..................................................................
Christopher
Columbus
Searching for the Indies
by Frank Caropreso
CHARACTERS:
NARRATOR
COLUMBUS: Leader and captain of the Santa Maria
QUEEN ISABELLA: Queen of Spain
KING FERDINAND: King of Spain
SPANISH SAILORS 1-3
RODRIGO DE TRIANA: First sailor to spot land
TAINO PEOPLE 1-3
RODRIGO SANCHEZ OF SEGOVIA: Secretary of the fleet
RODRIGO DE ESCOVEDO: The Queen’s inspector
TRANSLATOR
TAINO CHIEF
TAINO MEN AND WOMAN 1-6 (nonspeaking roles)
MARTIN ALONZO PINZON: Captain of the Pinta
SPANISH SAILORS 1-3 (nonspeaking roles)
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.................................
.................................
Hands-On History: Explorers © Michael Gravois, Scholastic Teaching Resources
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..................................................................
ACT 1:
SCENE: January 1492. Spain. Columbus enters the throne room where Ferdinand
and Isabella are seated.
NARRATOR: For five long years, Christopher Columbus has been hoping that one of the
monarchs of Europe would give him money to undertake a dangerous sea voyage. At last,
the King and Queen of Spain agree to see him. Columbus’s dream of reaching the East
Indies by sailing west is in King Ferdinand and Queen Isabella’s hands.
ISABELLA: (impatiently): Approach. We know what you want, Columbus, but tell us—how
would Spain benefit?
COLUMBUS (bowing deeply): My Queen, a faster route to the East Indies will give Spain
control of the spice trade. It will bring you even greater glory, more gold, and more
converts to Christianity.
ISABELLA (whispering to the King): We have so little to lose and so much to gain. If he’s
right, Spain will rule the world.
FERDINAND: (doubtfully): I’m not so sure—
ISABELLA: Very well, Columbus. We will support you. You shall have all you need. In
return, Spain claims all new lands you discover.
COLUMBUS (bowing deeply): Oh, yes, certainly, yes. And—for my small troubles, your
majesties—all I ask for is ten percent of all the riches I bring back to you. And—as your
servant—I ask to be made governor of the new territories.
FERDINAND (angrily): Now just a minute—
ISABELLA (pretending to be angry): You have very big dreams, Columbus. (smiling) But—
we agree. Bring us back something interesting. Now, on your way.
COLUMBUS: Your majesties.
(He bows and walks backward to the door)
ACT 2:
SCENE: October 10, 1492. Three sailors, Columbus, and Rodrigo de Triana are on
the deck of the Santa Maria.
NARRATOR: And so, on August 3, Columbus sailed from Spain. He was given three ships:
the Niña, the Pinta, and the Santa Maria and a crew of 100 men. After three months at
sea, the crew was scared and wanted to turn back.
SAILOR 1: Our food and water are running out.
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Hands-On History: Explorers © Michael Gravois, Scholastic Teaching Resources
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SAILOR 2: Columbus is nothing but a liar. We should have reached the Indies by now. We
were never meant to go this far.
SAILOR 3: Let’s kill him! We’ll take over the ship and turn it around.
SAILOR 1: No, let’s keep sailing a while longer. It might rain.
COLUMBUS (overhearing the sailors): What’s the trouble, men?
SAILOR 2 (with anger): This trip is cursed. There—I’ve said it. We want to go home.
COLUMBUS: Nonsense. We’re right on course. We’ll reach land soon. Very soon.
Remember, we’re doing this for Spain, and our gentle Queen.
SAILOR 3: (whispering to the other sailors) Gentle? He must be talking about another
Queen Isabella. She burns her enemies at the stake! (louder) I’m here because of the
gold!
SAILOR 2: Shh, idiot! Do you want him to hear you?
(The sailors slink back to their duties)
NARRATOR: Columbus is worried, but three days later there’s a sign that land is near.
RODRIGO DE TRIANA: (scooping a branch with pink flowers from the sea): Look!
COLUMBUS: Yes! (giving Rodrigo de Triana a high five) What did I tell you? This branch
was growing on a tree not more than three days ago.
(Everyone cheers.)
ACT 3:
SCENE 1: The coast of Guanahani. Three Taino people are fishing on the beach.
Columbus and his party are about to land on the beach.
NARRATOR: That branch probably came from Guanahani, an island about 400 miles south
of Miami, Florida. It was the home of the Taino people. Guanahani was the first island
on which Columbus and his men set foot. Unfortunately, Columbus believed he had
reached an island off the coast of Japan or China.
TAINO 1 (shading eyes): What’s that in the water?
TAINO 2: Looks like boats. Three of them. They’re headed this way.
TAINO 3: (to Taino 1): Go tell the chief we’ve got company. We’ll see what the strangers
want.
(Taino 1 leaves.)
TAINO 2 (pointing): There they are, on the beach—past those trees. But what are they doing?
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Hands-On History: Explorers © Michael Gravois, Scholastic Teaching Resources
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(Columbus kneels down and kisses the sand. Then he stands up and plants the flag of
Queen Isabella and King Ferdinand on the beach.)
TAINO 3: The tall one is licking the sand. He must be very hungry.
(Filled with curiosity, they walk to Columbus and his men.)
COLUMBUS: I claim this land in the name of her majesty, Queen Isabella, and Spain. I
name it San Salvador. Have you ever seen such a beautiful green island in all your days,
Sanchez?
RODRIGO SANCHEZ: Never, Admiral. It shines like an emerald.
RODRIGO DE ESCOVEDO: We must be very close to the coast of China or Japan. The
Queen will be pleased.
RODRIGO DE TRIANA (pointing to the TAINOS approaching): Ho! Visitors!
NARRATOR: The Tainos approached the landing party. They didn’t speak Spanish, and the
Spaniards didn’t speak the Taino language. With much hand waving and smiling, the
groups succeeded in communicating with each other. We’ll pretend that we can understand everything everyone is saying.
TAINO 2 (to Columbus): Welcome to our home.
COLUMBUS (smiling and speaking to the translator): Did you understand any of that?
TRANSLATOR (shrugging): Not a word. I only speak Arabic. Speak slower and louder.
Maybe they’ll understand.
COLUMBUS (giving the translator a dirty look): What a help you are.
(The Chief of the Tainos and six Tainos enter.)
CHIEF: Welcome to our island. Where is yours? (pause) Why all the clothes? (pointing to
the sun) Aren’t you hot?
TAINO 3 (joking): Maybe they have a skin condition or tails to hide.
(He pinches Rodrigo de Escovedo on the cheek.)
RODRIGO DE ESCOVEDO (rubbing his cheek angrily): Hey!
(De Escovedo pinches the Taino)
TAINO 3 (Rubbing his or her cheek): Hey!
(The Chief and Columbus laugh loudly. Then everyone else laughs, except Rodrigo de
Escovedo and Taino 3, but they finally begin to laugh, too. The Tainos and the sailors
proceed to make friends with each other.)
COLUMBUS: De Triana, where is that bag from the Santa Maria?
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Hands-On History: Explorers © Michael Gravois, Scholastic Teaching Resources
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RODRIGO DE TRIANA (handing Columbus the bag): Here it is, sir.
COLUMBUS (pulls out a bell and some glass beads and hands them to the Chief): Please
accept these gifts.
CHIEF (looking at the gifts with curiosity): Thank you. (He takes a fish-bone belt from
around his waist and a gold ring from his finger and gives them to Columbus.) And this is
for you.
COLUMBUS (can hardly contain himself when he sees the gold ring): You’re too kind. (turning to Rodrigo de Triana and whispering excitedly) I told you we would find gold! There’s
sure to be more where this came from!
SCENE 2: Several months later. On the deck of the Santa Maria.
NARRATOR: Columbus and his men sailed to nearby islands and explored them. He still
expected to find the coast of China. Wherever the ships stopped, curious men, women
and children came in canoes to exchange gifts.
COLUMBUS: Martin, look at those boats.
MARTIN ALONZO PINZON: What workmanship! Do you see? It looks as if each boat is
carved from a single tree! Some of them look big enough to hold 50 people!
(A canoe comes alongside the Santa Maria. Columbus looks down and sees a gold mask in
the canoe. He dangles a pair of red shoes over the side and gestures at the canoe. A trade
is made: the mask for the shoes.)
COLUMBUS: And the gold! Look at this! (he taps the gold mask and gestures to the people in
the canoe) Where did you find this? Do you have more? More—do you have more gold?
ACT 4
SCENE: Several months later, on the coast of Guanahani where the Spaniards
originally landed. Columbus and Martin Alonzo Pinzon are on the beach.
Spaniards and Taino people are busy loading supplies into canoes to take out to
the Spanish ships.
COLUMBUS: Martin, have all the supplies been loaded? The gold is safely on board? I must
have it to prove my success to Queen Isabella.
MARTIN ALONZO PINZON: Yes, sir. (looking around.) It will be hard to leave. I’ll miss so
many people.
COLUMBUS: I want to take some of them back with us. I want to make sure Isabella believes
me. Find five or six Indians, willing or not. Do it quietly, just before we leave. We can
train them as translators. Now, have you got the volunteers to stay behind and build the
fort? With the Santa Maria run aground, the fewer men we have to carry the better.
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Hands-On History: Explorers © Michael Gravois, Scholastic Teaching Resources
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MARTIN ALONZO PINZON: I got about 40, without much trouble at all. Some of the men
want to stay.
(The Chief, accompanied by a crowd of Tainos and Spaniards enters.)
COLUMBUS (to the Tainos): Good-bye, my friends. I’ll be back.
CHIEF: We will take good care of your friends here. Be safe.
COLUMBUS (to the sailors who are staying behind): Good-bye men. Behave well for Spain.
(to the rest of the sailors) To our ships!
(The Spaniards depart.)
NARRATOR: Columbus’s return to Spain was a success. He took back parrots, gold, and several unwilling Tainos who served as slaves. Although Columbus made three more trips
and discovered bigger and more beautiful islands, he never did find the western route to
the East Indies. Other Spaniards followed in his path, and the Tainos’ home was changed
forever.
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40
Hands-On History: Explorers © Michael Gravois, Scholastic Teaching Resources
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Name ________________________________________________________ Date ____________________________________
..................................................................
Smells of the New World
Can you guess what each cup holds?
After you’ve smelled each cup, write your guess below.
Cup 1
Cup 2
Cup 3
Cup 4
Cup 5
Cup 6
Cup 7
Cup 8
Cup 9
Cup 10
Cup 11
Cup 12
Cup 13
Cup 14
Cup 15
Hands-On History: Explorers © Michael Gravois, Scholastic Teaching Resources
41
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Name ________________________________________________________ Date ____________________________________
..................................................................
Explorer Postcards
Follow your teacher’s directions to make these postcards.
42
Hands-On History: Explorers © Michael Gravois, Scholastic Teaching Resources
5. Follow the instructions on panels 2, 3, & 4.
4. On panel one write the title “(Your Name)’s Step Book
of the Northwest Passage” and draw a related picture.
3. Bend the tops of the panels
forward so they wrap around
and expose panels 1 and 2 as
shown. Fasten the top with
two staples.
2. Place the two panels so you can see
the panel titles as shown.
1. Cut along the dotted lines.
INSTRUCTIONS:
1. Title
John
Cabot
Giovanni
da Verrazano
Jacques
Cartier
43
Complete the missing information in the chart below.
Explorer’s
Name
Nationality
Country
Employing Him
Date of
Exploration
Area He
Explored
2. Mapping the Journeys
Hands-On History: Explorers © Michael Gravois, Scholastic Teaching Resources
KEY:
—Jacques Cartier
—Giovanni da Verrazano
—John Cabot
Color in the key and then mark the explorers’ journeys
on the map below. Write the names
of the places they explored on the map.
What Was
This Explorer’s
Main Goal?
Did He
Succeed?
Why or
Why Not?
4. Explorer Chart
Brainstorm
a list of reasons
why Europeans
sought an
all-water route
to Asia.
3. Brainstorming Activity
Hands-On History: Explorers © Michael Gravois, Scholastic Teaching Resources
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Name ________________________________________________________ Date ____________________________________
..................................................................
` Wants You!
Ponce de Leon
Create a brochure to recruit sailors for Ponce de Leon’s journey to Florida.
1. Cut the brochure along the dotted line and then fold it along the center line.
2. On the cover, write a creative headline to attract the sailor’s attention. Draw
a colorful picture to entice the sailors.
3. At the top of the inside left panel, answer the five W’s as they relate to Ponce
de León’s voyage. Let the sailors know who is leading the expedition, what
it’s about, where they have to meet the ship, when the ship is leaving, and
why the expedition is taking place.
4. At the bottom of the right panel write a paragraph describing the fountain of
youth and how it can benefit the sailors.
5. Draw pictures of Florida and the fountain of youth.
WHO: _____________________________________________
WHAT:
___________________________________________
_____________________________________________________
WHERE:
_________________________________________
_____________________________________________________
WHEN:
WHY:
__________________________________________
_____________________________________________
_____________________________________________________
_____________________________________________________
The Fountain of Youth!
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
Beautiful Florida
Hands-On History: Explorers © Michael Gravois, Scholastic Teaching Resources
_____________________________________________________
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46
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Cortés
Hands-On History: Explorers © Michael Gravois, Scholastic Teaching Resources
This is how the conquistador
tricked the Indians.
The country these cities were in.
The city where the Indians lived.
The ruler of the Indians.
These were the Indians
he defeated.
Pizarro
There were many similarities between Cortés and Pizarro. Each of the pairs of words below can be
associated with one of these two men. Match the correct word to the explorer it describes.
Comparing Conquistadors
Name ________________________________________________________ Date ____________________________________
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Name ________________________________________________________ Date ____________________________________
Both
Coronado
De Soto
De Soto and Coronado—A Venn Diagram
Name ________________________________________________________ Date ____________________________________
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Hands-On History: Explorers © Michael Gravois, Scholastic Teaching Resources
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Notes
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Hands-On History: Explorers © Michael Gravois, Scholastic Teaching Resources