Early Explorers in New York: Native Americans and Europeans
Related Big Book Primary Source: Sebastian Münster’s Map of the Americas
(See the list in the back of each New York Primary Source book for the primary sources included in that book.)
Content:
Reading for Information:
• European explorers came to North America
searching for land and wealth. Those who
landed in present-day New York found
established societies of Native Americans
and a rich source of trade. This book
describes the discoveries of key figures in
North American exploration. Giovanni da
Verrazano explored the coast from North
Carolina to New York Harbor. Samuel de
Champlain arrived in Canada and explored
the area around what came to be known as
Lake Champlain. Henry Hudson sailed north
from New York Harbor along what we now
call the Hudson River. Adriaen Block built
the first Dutch settlement on Manhattan
Island and sailed around Long Island. These
explorers helped to shape New York,
drawing new settlers with their own
traditions to the area to live alongside the
Native Americans.
• Remembering Facts: Discuss some of the reasons why European countries sent explorers out to
distant places. Some of these reasons might include searching for land, accumulating wealth, and
discovering new sea routes to trading destinations. Ask students to use this book to generate a list of the
names of the men who came to explore New York. (Students’ lists should include Giovanni da Verrazano,
Samuel de Champlain, Henry Hudson, and Adriaen Block.) Have students select one of the explorers from
their list. Instruct them to use information from the book and other sources to create a chart about their
chosen explorer. The chart should include the following information: the country the explorer sailed for, the
nationality of the explorer (if different from the country for which he explored), dates of exploration, area
explored, purpose(s) of his exploration, and any other interesting information about the explorer. After
students have completed their individual charts, provide a master chart for each student to fill out which
includes all of the explorers from the original list. Ask students to share their information and help each
other complete their master charts.
Writing About History:
• Making Judgements: Discuss with the class what it means to be an explorer. Brainstorm a list of
adjectives to describe the characteristics and qualities of past and current explorers. Pose the following
question for students to consider: What traits are necessary to be a successful explorer? Ask students to
imagine that they are explorers coming to the New World around the same time Henry Hudson and
Samuel de Champlain explored New York. Have students write a letter reporting back to the king or queen
of the country for which they are sailing. Have students include the following information in their letters:
Was it a difficult journey? If so, in what way was it difficult? Did you trade with the Native Americans?
Should our country trade with them? What kinds of resources are available there? Ask students to make
a recommendation in their letter about whether this would be a good place to start a colony. Have
students support their recommendation with specific facts and details.
Objectives:
Research Activities:
• On a chart, organize information from the
book and other sources about
different explorers.
• Analyzing Primary Sources: Have students look at the maps on pages 6, 12, 14, and 20 of the
book and identify the different locations explorers came to in the New World. Have students choose three
explorers who came to New York. On maps of North America and Europe, have students label the
European country from which each of their three chosen explorers started his journey and the place(s)
where each explorer landed in North America. Using the maps in the books and other resources, research
the routes taken by each explorer. Have students attach pieces of string to their map showing the routes
along which the explorers traveled. Have students look at the illustrations of European ships on page 19.
Students will make their own drawings of ships to add to their maps, paying close attention to the marine
technology available during the time period of the explorers they selected. Engage students in a discussion
about traveling across the ocean.
• Write a letter from the point of view of an
explorer reporting back to the king or queen
with a recommendation about the
New World.
• Analyze and research primary sources and
label maps of North America and Europe.
Show on the maps the routes taken by
explorers as well as their departure and
arrival points.
Additional Resources:
Books:
• Goodman, Joan E. Beyond the Sea of Ice: Voyages of Henry Hudson. New York: Mikaya Press, 1999.
• Maestro, Betsy C., and Giulio Maestro. Exploration & Conquest: The Americas After Columbus, 15001620. New York: Lothrop, Lee & Shepard Books, 1994.
• Smith, A. G. Where Am I? The Story of Maps & Navigation. Don Mills, ON: Stoddart Kids, 1997.
• Wilbur, C. Keith. Early Explorers of North America. Guilford, CT: The Globe Pequot Press, 1996.
Web sites:
• Due to the changing nature of Internet links, The Rosen Publishing Group, Inc., has developed an on-line
list of Web sites related to the subjects of this book. This site is updated regularly. Please use this link to
access the list: http://www.rcbmlinks.com/nysh/eeny/
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