FRAME THE LESSON
TEACHER:
CLASS: 8th Grade
DATE: August 31-September 1
M T W TH F
European Exploration in the Americas & TEKS
Assessment and Practice
Student Expectations Bundled in Lesson
Noun=Underline Verb=Italicize
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Resources/Materials
2A Identify reasons for European exploration and colonization of North America
11B Describe the positive and negative consequences of human modification of the physical environment of the
United States
U.S. History
Textbook
Colonization through
Reconstruction
pp. 35-42
Objective/Key Understanding:
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Identify reasons for European exploration of the
Americas.
Describe the results of European exploration in the
Americas.
Evaluate how exchanges between Europeans and Native
Americans modified the physical environment
Vocabulary:
Colony
turning point
Circumnavigation
modification
Columbian Exchange
Stop & Check for Understanding—High Level Questions
 Why aren’t we certain whether early people from Europe or Asia other than Vikings came over?
 What reasons did Spain have for sending Columbus on his voyages?
 Identify the significance of Magellan’s voyage.
 How would you define the Columbian Exchange?
Critical Writing Prompt:
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Have students explain in their own words why Europeans began exploring the Americas and why Columbus’s voyage marked a decisive change
in history.
Closing Product/ Question/ Informal Assessment:
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Informal Assessment Questions 1-5 (p. 42)
Engage
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Explore
Have students preview the lesson objectives and the list of key terms (p. 35).
Use the Editable Presentation found on the digital course to present the main ideas of the lesson (p. 35)
Complete the Start Up Activity on p 35. As students to list reasons why they think Europeans first wanted to cross the Atlantic and explore new lands.
Tell students in this lesson they will be identifying the reasons Europeans explored North America and the positive and negative consequences of their
voyages.
Active Classroom Activity p. 36. List the following reasons on the board: land, colonies, riches, religion, personal glory, empire. Have students use the
Rank It Strategy (p.xliv) to rank the reasons for European exploration from strongest to weakest. Ask students to justify their ranking decision and then
share their rankings and justifications with a partner. Poll the class to see if there is agreement on the rankings.
Divide the class into groups. Each group is to read a section and be prepared to discuss and share findings with the class.
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Early Contact with the Americas and the Voyage of Columbus (p. 36-39 );
Other Spanish Exploration (p. 39-40);
The Columbian Exchange (p.40-42);
Students are to read assigned sections and use the Note Taking Study Guide to help them take notes and understand the text as they read.
Explain
Elaborate
Early Contact with the Americas and the Voyage of Columbus (p. 36-39 );
 Discuss the reasons for European exploration with students. Explain that Europeans did not know America existed until Columbus traveled west searching
for a new trade route to Asia.
Other Spanish Exploration (p. 39-40);
 Point out the image of Vasco Nunez de Balboa in the text. Explain that following Columbus, the Spanish exploration moved into North America.
Meanwhile, Ferdinand Magellan, Balboa, and others explored the Caribbean and the Pacific.
The Columbian Exchange (p. 40-42)
 Tell students that the Columbian Exchange might be considered a reconnecting of Europe and the Americas. Explain that millions of years ago, the
movement caused North and South America to drift away from Eurasia and Africa. People, animals, and plants on these separate continents developed
differently.
~Guided Reading and Discussion (p. 39, 40):
 (p.39) Have students review the voyages discussed in the lesson. Be sure they consider the impact of these voyages in both Europe and the Americas.
Students will answer the following questions: What does Magellan’s death in a battle with local people of the Philippine islands suggest was one result of
European exploration? How did European discoveries in the Americas affect the Spanish empire?
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(p. 40) After sharing background information about the Columbian Exchange, have students to give an example of how the Columbian Exchange
modified the physical environment of the Americas.
~Analyzing Images (p. 41)
 (p. 7) Tell students that graphs condense large amounts of information into any easy-to-understand format. Point out the use of symbols to support the
text. Ask students to study the graph and answer the question: What were some positive consequences of the Columbian Exchange?
Evaluate
Assign the Digital Lesson Quiz for this lesson (p. 42) Teachers can also opt to have students demonstrate mastery by responding to the following questions on
paper:
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How did European expansion in the Americas affect native Americans?
Compare the expeditions of Vasco Nunez de Balboa and Ferdinand Magellan.
Summarize the career of Christopher Columbus.
Explain the causes and effects of the Columbian Exchange.
Why were Native Americans so susceptible to European diseases such as influenza?
FRAME THE LESSON
TEACHER:
CLASS: 8th Grade
LESSON DATE: September 2-4
M T W TH F
TEKS Assessment and Practice
Student Expectations Bundled in Lesson
Noun=Underline
Verb=Italicize

2A-identify reasons for European exploration and colonization of North America
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10B-compare places and regions of the United States in terms of physical and human characteristics
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11A-analyze how physical characteristics of the environment influenced population distribution, settlement patterns,
and economic activities in the United States during the 17th, 18th, and 19th centuries
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11B-describe the positive and negative consequences of human modification of the physical environment of the
United States
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28A-compare the effects of scientific discoveries and technological innovations that have influenced daily life in
different periods in U.S. history
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29A-differentiate between, locate, and use valid primary and secondary sources such as computer software,
databases, media and news services, biographies, interviews, and artifacts to acquire information about the United
States
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29G-evaluate the validity of a source based on language, corroboration with other sources, and information about the
author
Resources/Materials
U.S. History Textbook
Colonization through
Reconstruction
pp. 43-49
:
Objective/Key Understanding:
~ In this topic, students learned about the Early Americas and European Exploration. During these lessons and activities, students will be able to show
what they know by writing essays, holding discussions, and/or making presentations to the class.
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Students will answer questions about every TEKS on the Topic Review and Assessment pages 43-49.