European Exploration of the New World Grade 5 – Unit 2 Unit Overview In this unit, students will learn about the explorations of prominent European explorers and how their journeys affected and shaped the world. In the previous unit, students learned about some of the first groups living and thriving in Central and South America: the Maya, Aztecs, and Incas. In addition, they were exposed to how European exploration impacted these three groups in negative ways. This next unit builds on that knowledge and further introduces students to the specific motivations, impacts and consequences of the vast exploration done by Europeans during the 14th and 15th centuries. Standards 5.3 Explain why trade routes to Asia had been closed in the 15th century and trace the voyages of at least four of the explorers listed below. Describe what each explorer sought when he began his journey, what he found, and how his discoveries changed the image of the world, especially the maps used by explorers. (H, G, E) A. Vasco Nuñez de Balboa B. John and Sebastian Cabot C. Jacques Cartier D. Samuel de Champlain E. Christopher Columbus F. Henry Hudson G. Ferdinand Magellan H. Juan Ponce de Leon I. Amerigo Vespucci Essential Questions What motivated the Europeans to explore unknown places? Why did the European explorers want to claim things as their own? What impact did the European explorers have on the New World land, resources and people? • How does exploration change people’s understanding and knowledge? • • • Learning Objectives • • • • • • • Students will be able to explain why trade routes to Asia closed in the 15th century. Students will be able to explain why Europeans began exploring new regions of the world. Students will be able to describe the voyages of four prominent explorers. Students will be able to describe the explorers’ motives for their journeys. Students will be able to describe what explorers did and found on their voyages. Students will be able to explain the impact of the each explorer’s voyage. Students will be able to explain how each explorer’s voyage changed the image of the world and the maps used by future explorers. 2 Interactive Student Notebook The lessons in this unit are designed for the Interactive Student Notebook (ISN). Students do all of their social studies work throughout the year in the ISN, which serves as an artifact of student learning. The ISN follows a very specific format: left side Preview Question right side Activity Processing Activity This is a representation of the ISN. Each lesson begins with a Preview activity, which builds background knowledge, taps into prior knowledge, reviews the previous lesson, or introduces vocabulary. This is always at the top of the left-hand page. Next, the mini-lesson is taught. The content from the lesson is recorded on the Notes page, which is always the right-hand page. Finally, the lesson ends with a Processing activity, which asks students to apply the content and skills from the lesson and show mastery of the day’s objective. This is always at the bottom of the left-hand page. Thus, the flow of the ISN is top left- right - bottom left. Lessons The lessons for the unit were designed around an essential question and topic to build towards a cumulative understanding of the overall concept. The structure of the lessons is as follows: preview, mini-lesson, processing activity, extension. The preview is a warm-up to activate or build background knowledge; the mini-lesson is the explicit teaching time through modeling; the processing activity is the time for students to process the information taught and illustrate their understanding via the notebook or another form of communication; the extension is an activity that extends the students’ learning with an additional activity to be done for home-work or as a follow-up activity in class (can also be an opportunity for the students to extend their learning in a culminating task such as a research report, explanation, etc.). Lessons were designed with a 45-60 minute timeframe in mind but in some cases span the course of more than a day (as indicated). Extension activities for the most part were intended to take place outside of this timeframe. 3 Unit Overview Lesson 1 Lesson 2 Lesson 3 Lesson 4 Timeline: 2 days Timeline: 1 day Timeline: 2 days Timeline: 1 day Topic: Why Europeans began exploring Vocabulary: exploration/explorer, New World, claim, symbol, convert, wealth, glory, valuable, Silk Road, motives, impact Preview: Show students lesson images. Ask students to discuss questions in groups: 1) What are these images? 2) How do they connect to exploration? Activity: Shared reading of text. Students use map and text to understand why explorers started looking for new routes to Asia. Processing Activity: Students glue images (above) into their notebooks and record how the image was both a motivation to explore and an impact of exploration. Resources: -Lesson Images: Exploration -Lesson Images: Map of Silk Road -Social Studies Alive, p. 45, p. 48-50, p. 52-55 -A History of US, Chapter 14, pp. 69-71 Topic: Christopher Columbus: Personal background and motives Topic: Christopher Columbus: Explorations and impacts Topic: John Cabot: Personal background and motives Vocabulary: East Indies, conquistador, voyage, sponsor, trade, motives, route, colony Vocabulary: impact, contagious disease, cash crop, settlers, encounter Vocabulary: merchant, navigator/navigate, shipwreck, historians, wealth, route, voyage Preview: Ask students to fill in two column chart about Columbus: What you know and What you think you know Activity: Shared reading and discussion of text: Who and what motivated Columbus to explore? Students work with partner to fill in sections on their reading notes: personal background, sponsor, and motives. Processing Activity: In their notebook, students answer the following question: What motivated Columbus to explore? Resources: -Social Studies Alive, p. 58 -A History of Us, Chapter 15, pp. 72-76 -Reading Notes Preview: Students sort sentences from text onto T-chart: positive vs. negative descriptions of Columbus. Students weigh evidence. Activity: Students finish reading pp. 58-59 in text and discuss positive description of Columbus. Teacher reads aloud Encounter and leads students in discussion of text: How does this point of view differ from the textbook? Why? Students fill in sections on their reading notes: dates, route of exploration, impact. Preview: Project lesson image and record student observations. Activity: Students read p. 60 in partners, underlining key ideas about Cabot’s personal background, motives for exploring, and sponsor. Students work with partner to fill in sections on their reading notes: personal background, sponsor, and motives. Then students create Venn Diagram to compare Cabot to Columbus. Processing Activity: Students write short paragraph in response to question: Should Columbus have a national holiday? Processing Activity: In their notebook, students answer the following question: How were Columbus and Cabot’s motivations to explore different? Resources: -Social Studies Alive, pp. 58-59 -A History of Us, Chapters 16 and 17, pp. 77-86 -Encounter -Reading Notes Resources: -Lesson image: John Cabot on ship -Social Studies Alive, p. 60 -Venn diagram -Reading Notes 4 Lesson 5 Lesson 6 Lesson 7 Lesson 8 Timeline: 1 day Timeline: 1 day Timeline: 1 day Timeline: 1 day Topic: John Cabot: Explorations and impacts Vocabulary: presentday, merchant, opportunity, brave, navigator/navigate, shipwreck, historians, wealth, route, voyage Preview: Project map of North America have students identify and trace Cabot’s route of exploration. Activity: Students reread p. 60 and read paragraph in A History of Us. Students work in small groups to fill out cause and effect chart to think about impacts of Cabot’s trip. Students fill in sections on their explorers chart: dates, route of exploration, impact. Processing Activity: In their notebook, students complete the following sentences: 1) John Cabot’s trip… 2) Because of John Cabot’s voyage… Resources: -Lesson image: Map of North America -Social Studies Alive, p. 60 -Cause and effect chart -Reading Notes -A History of Us, pp. 88 Topic: Juan Ponce de Leon: Personal background and motives Topic: Juan Ponce de Leon: Explorations and impacts Vocabulary: conquer, governor, surpass, commissioned, kingdoms, El Dorado Vocabulary: conquer, governor, surpass, commissioned, kingdoms, El Dorado Preview: Students examine map from 1555 (p. 61) and present-day map to make prediction about where Ponce de Leon explored. Preview: Show students image cards of Pizarro and Cortes. Have students record what they remember about these explorers. Activity: Shared reading from A History of Us. Introduce “El Dorado” or “fountain of youth”. Highlight text to identify Ponce de Leon’s motivations for exploring and discuss. Students work with partner to fill in sections on their explorers chart: personal background, sponsor, and motives. Activity: Teach concepts “conquer” and “conquistador”. Make connections to PreColumbian civilizations unit (Pizarro and Cortez). Have students reread pp. 113-114 and highlight text to identify impacts/ evidence of Ponce de Leon conquering people and discuss. Students fill in sections on their explorers chart: dates, route of exploration, impact. Processing Activity: Write the following words on the board: fountain of youth and Florida. Have students write words and then explain how the words connect to Ponce de Leon in their notebook. Resources: -Image: Map of southern North America, 1555 -Social Studies Alive, p. 61 -Reading Notes -A History of US, Chapter Topic: Henry Hudson Vocabulary: rebel, waterway, strait, afloat, harbor, Northwest Passage Preview: Show students map of Hudson’s voyages and areas settled with land claimed by England and Holland. Ask students to discuss how he can claim land for two countries. Activity: Students work with a partner to read p. 64. As they read, students highlight key information to use later to fill in explorers chart. Students make T-chart of his two voyages. Students work with partner to fill in Hudson section on their explorers chart. Processing Activity: In their notebook, students answer the following question: How was Ponce de Leon a conquistador? Processing Activity: In their notebook, students draw a comic to show why Hudson is important using at least 3 of the following terms or words: Northwest Passage, voyage, England, Holland, harbor, strait, North America, Hudson Resources: -Lesson images: Pizarro and Cortes -Social Studies Alive, p. 61 -Reading Notes -A History of US, Chapter Resources: -Lesson images: Maps of Hudson’s voyages and settlements -T-chart -Social Studies Alive, p. 65 5 23, pp. 113-114 23, pp. 113-114 -Reading Notes Lesson 9 Timeline: 2 days Topic: Impact of European exploration: Culminating writing task Vocabulary: explanation, impact Preview: Use images from lesson 1 and have students work with partner to orally review different impacts of European exploration. Activity: Post essential questions on chart paper around the room. Students rotate in groups between each poster (carousel activity) and add ideas to each poster. Students then choose one impact of exploration and brainstorm evidence to support their idea using graphic organizer. Processing Activity: Students independently write an explanation answering the question: What is one way that exploration impacted the world? Resources: -Lesson 1 images: Exploration -Graphic organizer -Social Studies Alive -Reading Notes 6 Supplemental Resources Books • • A History of Us: The First Americans (Book 1) by Joy Hakim Encounter by Jane Yolen Websites New York Public Library: Christopher Columbus and Early European Exploration http://www.nypl.org/node/5626 Explorers Maps, Activities, and Biographies for Kids (Interactive Website) http://mrnussbaum.com/explorersflash/ Exploration of North America (Interactive Map) http://www.eduplace.com/kids/socsci/books/applications/imaps/maps/g5s_u2/ Field Experiences • • Exhibit: Travel and Transformation in the Early Seventeenth Century at The Peabody Museum, Harvard University (admission $7 with group rate) https://peabody.harvard.edu/node/572 Exhibit: Encounters with the Americas at The Peabody Museum, Harvard University (admission $7 per student with group rate) https://peabody.harvard.edu/exhibits/current?q=node/286 7 Lesson 1 – Why Europeans Began Exploring Essential Question: What motivates people to explore unknown places? Lesson Objective/s l Students will be able to explain why trade routes to Asia closed in the 15th century. l Students will be able to explain why Europeans began exploring new areas. Standard/s: 5.3 Explain why trade routes to Asia had been closed in the 15th century. Vocabulary: exploration/explorer, New World, claim, symbol, convert, wealth, glory, valuable, Silk Road, motives, impact Preview: Pass out a copy of the lesson images to each student. Have the preview questions posted or projected so all students can see them. Have the lesson images blown up larger and put each one on a small piece of chart paper. 1) What are these images? 2) How do they connect to exploration? As a whole class, clearly identify the objects in all six images. Then, have students discuss question two in small groups of three. As students discuss, each student from the group should be responsible for recording the group’s ideas onto a post-it for two of the images. Give students five minutes to discuss and then come back together as a group to share. As students share, have students add their posters to the chart with the applicable image. Mini-lesson: Show students a map of the Silk Road. Tell students that up until this time, people used this road to travel to Asia to buy and sell goods. Ask students what they think or notice about this route (goes through mountains, very long, water could be shorter, travels through many countries, etc.). Pass out copy of Chapter 14 (pp. 69-71) and tell students that as you read together today they should be thinking about why explorers stopped using that route and started to look for other ways to get to Asia. Read aloud Chapter 14 as students follow along. Discuss information after reading and chart key ideas students identify. Processing Activity: Students cut out and glue lesson images into their notebook. Under each image students write a sentence two about the image and how it was a motivation of exploration. Some students may be able to identify how it also served as an impact. Extension: If students finish early, they can do further reading with a partner from the Social Studies Alive textbook (pp. 52-55). Resources -Lesson Images: Exploration -Lesson Images: Map of Silk Road -Social Studies Alive p. 45, pp. 48-50, pp. 52-55 -A History of Us, Chapter 14, pp. 69-71 8 Lesson 1 Images: Exploration 9 Lesson 1 Image: Map of Silk Road Lesson 2 and 3 Student Text 10 Social Studies Alive! America’s Past Chapter 5: Routes of Exploration to the New World Textbook Pgs. 58-59 Christopher Columbus was born in 1451 in Genoa, a busy seaport on the coast of Italy. As a child, he read about the travels of Marco Polo. In the late 1200s, Polo had journeyed to Asia by land and sea. He brought back stories of the riches and customs of China and the East Indies. Columbus wanted to see these faraway lands. When Columbus was about 14, he became a sailor. He traveled south along the coast of Africa and north to Ireland. He may have gone to Iceland. Viking sailors from Norway had already explored Greenland and the eastern Canadian shores. But Columbus and others did not know about these voyages. Nations in Europe wanted to find better trade routes to obtain the spices and silks of Asia. The Portuguese tried to reach Asia by sailing around the southern tip of Africa. However, in the 1400s, people knew less about the geography of the world than is known today. Columbus believed that Earth was much smaller than it is and that it had only one ocean. He thought he could reach Asia faster by sailing west across the Atlantic. Columbus asked the king of Portugal to pay for his trip. The king turned him down. His advisers thought that the route around Africa was shorter. Finally, after almost 13 years, Columbus convinced Queen Isabella and King Ferdinand of Spain to help him.They gave him three small ships and about 90 men.Columbus promised to return with riches for Spain. On August 3, 1492, Columbus left Spain with his three ships—the Niña, the Pinta, and the Santa Maria. They sailed southwest past the Canary Islands and then west across the Atlantic Ocean. Early on October 12, a sailor saw an island with white beaches and dense green forests. Columbus named the island San Salvador, which means “Holy Savior” in Spanish. He claimed it for Spain. Friendly people greeted him. These people had lived in the Americas for thousands of years. Columbus called them Indians, because he thought that he had reached the East Indies. Some of them guided him to the island of Cuba. There, he found people wearing gold ornaments and pearls, similar to those worn by the people of San Salvador. For three months, Columbus searched for gold and spices. In 1493, he sailed back to Spain, with a few gold ornaments and American Indian captives. The queen and king agreed to pay for more voyages. Columbus 11 promised to bring them “as much gold as they need . . . and as many slaves as they ask.” Columbus made three more trips. He explored more islands near Cuba and the coasts of Central and South America. But he found little gold. When he died in 1506, he still did not know that he had reached the New World. However, his trips opened up a trade route that changed the history of the world. Later, Spanish explorers did find gold. They also found the perfect climate for growing crops such as sugarcane. To get enough crops and minerals to trade with Europe, early Spanish settlers forced American Indians to work in fields and mines. Soon, Europeans had colonies in the New World. Trade between Europe and the New World grew. Animals and crops from one side of the Atlantic were introduced to the other side. Sailors also brought ideas from one land to another. Even diseases crossed the ocean. Today, we call this flow of goods and ideas between the Americas and Europe the Columbian Exchange, in honor of Columbus—the man who started it all. 12 Lesson 2 and 3 Resource: Christopher Columbus Reading Notes 13 Lesson 4 Image: John Cabot Lesson 4 and 5 Student Text 14 Social Studies Alive! America’s Past Chapter 5: Routes of Exploration to the New World Textbook Pg.60 The opportunity for new trade interested many explorers in addition to Columbus. Giovanni Caboto, later called John Cabot, was a young merchant, or shopkeeper, in Venice, Italy. He was also a skilled navigator who wanted to explore the world. He had seen the spices and silks that traders brought from Asia. He wanted to take part in this trade. Like Columbus, he thought the best way to get to Asia was to sail west. In 1496, some merchants in England agreed to pay for his voyage. King Henry VII gave Cabot permission to explore any “unknown land.” Cabot set out to find a faster and safer route to the East Indies. He left Bristol, England, in May 1497. He had only one small ship and 17 men. They traveled around the coast of Ireland and then west across the Atlantic. They sailed north of Columbus’s route to avoid land claimed by Spain. On June 24, Cabot reached the eastern coast of present-day Canada. He claimed the land for England. He saw thick green forests and plenty of fish but no rich Asian cities. Cabot sailed back to England. He told the king that he had reached Asia and would soon find its wealth. The following year, Cabot sailed back to North America. On this try, he may have explored as far south as Chesapeake Bay, near present-day Maryland. Historians do not know what happened to Cabot; some say he was killed in a shipwreck, others that he returned to England and died soon after arriving. Like Columbus, Cabot never knew that he had reached a continent unknown to Europeans. But his voyage opened the way for English settlers to North America. 15 Lesson 4 Resource: John Cabot Reading Notes 16 Lesson 4 Resource: Venn Diagram 17 Lesson 5 Image: Map of North America 18 Lesson 5 Resource: Cause and Effect Chart Cause Effect 19 Lesson 6 Image: Map of Southern North America, 1555 20 Lesson 6 and 7 Student Text Social Studies Alive! America’s Past Chapter 5: Routes of Exploration to the New World Textbook Pg.61 When Columbus made a second voyage to the Americas in 1493, a young soldier named Juan Ponce de León (wahn pahnss duh lee-OHN) went with him. Once Ponce de León arrived in the New World, he settled on a Caribbean island named Hispaniola (today divided into the countries of Haiti and the Dominican Republic). There he became a military commander under the governor. In 1506, Ponce de León explored an island named Borinquen (soon to be renamed Puerto Rico). There he heard many stories about gold. Hoping to discover this gold, Ponce de León led soldiers to conquer the island. He and his men killed many native people. Later, Spain’s King Ferdinand made him governor of the island. Ponce de León soon heard of a magic fountain on another island. Stories told of a “fountain of youth” whose waters were said to make people young again. Ponce de León asked permission to search for this island. He wanted the glory of finding such a wonderful spot. In 1513, Ponce de León set sail. After a month, he reached a coast with palm trees, sweet-smelling flowers, and beautiful birds. He landed on the Catholic feast day called Easter of Flowers, or Pascua Florida in Spanish. Ponce de León named the land Florida and claimed it for Spain. He sailed up and down the coast, but he did not find the fountain of youth. So he went back to Puerto Rico. In 1521, he returned to Florida to start a settlement. He brought 200 men as well as horses, cattle, and seeds to plant. The American Indians there resented the invasion. They attacked, and an arrow struck Ponce de León. Wounded, he sailed to Cuba and soon died. He never knew that Florida was not an island but part of a vast continent. 21 Lesson 6 and 7 Resource: Ponce de Leon Reading Notes Lesson 5 Resource: Cause and Effect Chart 22 Lesson 7 Image: Hernan Cortes 23 Lesson 7 Image: Francisco Pizarro 24 Lesson 8 Images: Maps of Henry Hudson’s Exploration 25 Lesson 8 Student Text Social Studies Alive! America’s Past Chapter 5: Routes of Exploration to the New World Textbook Pg.65 England kept searching for a northern sea route to Asia as did the country called Holland or the Netherlands. In 1609, the Dutch East India Company in Holland hired Henry Hudson, an English sea captain. He set out to reach China by sailing around the northern shores of Europe, near the Arctic Circle. But his crew grew tired of ice and cold. They rebelled. Hudson agreed to change course and sail west across the Atlantic instead. While sailing along the Atlantic coast of North America, Hudson and his men entered a narrow harbor. From there, Hudson saw a large body of water leading north. Believing that this was the Northwest Passage, Hudson sailed up the waterway. When the water became too shallow for his boat, Hudson realized that it was only a river. (Today, this is called the Hudson River.) But his voyage gave Holland a claim in North America. By 1624, the Dutch had settled in the Hudson Valley. In 1610, English merchants paid Hudson to cross the Atlantic again. Reaching Canada, Hudson sailed farther north. He passed through a long, narrow strait into a large body of water. Hudson was sure that he had reached the Pacific Ocean. But, sailing down the coast, he found no opening. Then the waters froze, trapping the ship for the winter. In fact, Hudson had not reached the Pacific. The large body of water was a bay. It is now called Hudson Bay. In the spring, the crew rebelled again. They set Hudson, his son, and seven others afloat in a small boat. Hudson was never seen again. But his voyage did give England a claim to eastern Canada. 26 Lesson 8 Resource: Henry Hudson Reading Notes 27 Lesson 8 Resource: T-Chart 28 Lesson 9: Lesson 1 Images 29 Lesson 9 Resource: Explanation Graphic Organizer Topic: ______________________________________________ (impact of exploration) Topic Sentence (idea) __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ Example 1 (evidence from explorer) __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ Explanation for Example 1 (how it connects to idea) __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ Example 2 (evidence from explorer) __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ Explanation for Example 2 (how it connects to idea) __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ 30 Example 3 (evidence from explorer) __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ Explanation for Example 3 (evidence from explorer) __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ Concluding Sentence (restate idea) __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ 31
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