Early Explorers of America A Thematic Unit for 5th grade Social Studies     Created By: Melissa Hurd "Completed as part of the requirements for El Ed 4050 Fall Semester, 1999 Jay Monson, course instructor, USU"   Table of Contents Goals and Objectives Lesson Plan Resources   Table of Contents   Schematic Web . . . . .. . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Goals and Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Introductory Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3 Developmental Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4-26 Lesson 1. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Lesson 2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Lesson 3. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12 Lesson 4. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16 Lesson 5. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22 Lesson 6. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 Culminating Activities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27 Assessments . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30    Goals To teach the students the significance of the explorers and what they accomplished. To teach the students the major powers involved; Spain, France, England. To help students develop map skills. To help students learn more about available technology for research.     Objectives The students will list their prior knowledge of exploration. The students will be introduced to important people and events during this time period. The students will learn from a timeline of early American Explorers. The students will locate England, France, and Spain on a map and then locate and trace exploration routes on their individual maps. The students will identify a major reason for the colonization of the New World. The students will gain an understanding of what motivated the explorers to leave their countries. The students will learn of the hardships and difficulties the explorers encountered. The students will learn to work in a cooperative group. The students will practice adding and subtracting decimals. The students will learn how difficult it was for explorers to sketch a map without any references or prior knowledge. Students will learn that people may interpret maps differently. Students will practice their letter writing skills. Students will learn how to combine information from two different sources. Students will increase their typing skills on a computer and will learn how to write a bullet report. Students will be exposed to another type of technology (Internet). Students will focus on one early explorer and research detailed information about that explorer. Students will demonstrate what they have learned in class about early explorers. Students will recall information learned      Lesson Plan   Objectives: The students will list on paper their prior knowledge of exploration. The students will be introduced to important people and events during this time period. The students will learn from a timeline of early American Explorers. The students will locate England, France and Spain on a map and will locate and trace exploration's routes on their individual maps.   Materials: Laser disc machine Laser disc "Land of Opportunity" National Geographic Society Timeline chart World map Paper and pencil Crayons Student map Overhead Transparency   Introduction: Begin by letting students write down what they know about early explorers. The object of this is to see how much information students know about early explorers and exploration to America. Discuss as a class a few things from their lists.   Procedures: Show the laser disc presentation "Land of Opportunity", a National Geographic Society resource. Afterwards, discuss with the class how European countries viewed the New America and why there was so much competition among countries. Walk over to the classroom world map. Pin point and briefly discuss the three major countries involved. (Spain, France, England). Pass out individual student maps. Students will need their crayons at this point. Instruct them to locate and color Spain blue, France red, and England green. Next display the timeline chart, showing the 16 explorers that we will be studying over the next several days. (*The explorers are listed at the bottom). Start with number one and briefly tell about this explorer and the year he sailed. (This information was taken from the resource listed at the bottom). Point out on the world map which country he represented and the route he took. Have the students then retrace the route on their own map, starting from the explorer's country to his ending destination. (Have them use the same color of crayon as the country he represents). Use the above step to describe all 16 explorers. It would be wise to have a world map on an overhead to demonstrate the routes for each explorer. This is a helpful visual aid.   Assessment: Pretest of prior knowledge Walk around the room checking and monitoring student's papers (maps) Ask questions throughout discussions    * Lief Ericson, Marco Polo, Christopher Columbus, Vasco da Gama, John Cabot, Ponce de Leon, Vasco Nunez de Balboa, Ferdinand Magellan, Hernando Cortes, Jacques Cartier, Hernando de Soto, Francisco Coronado, Sir Francis Drake, Samuel de Champlain, Henry Hudson, Robert La Salle.     Resources:   Copy Master 18: Map of the United States. Green Social Studies Handbook, (pg. 99). Core Knowledge In United States History, http://quaboag.k12.ma.us/earlyam.html. Engles, Andre, Discovers Web, http://www.win.tue.nl/~engels/discovery/. Frehner, Greg. "Discovery, Exploration, and Settlement" USU Resource Teaching Unit. Harcourt, Brace, and Jovanovich, "The United States: Its History and Neighbors" (1991). Kimilee Campbell's Resource File, American History Simulations, "Brown Gold", Teacher created Materials Inc. (1993). Kownslar, Allan O. and William R. Fielder, "Inquiring about American History". Holt Databank System, New York, (1976). Maestro, Betsy and Giulio. "The Discovery of The Americas". Lothrop, Lee & Shepard Books, New York. (1991). McAuley, Karen and Richard Hall Wilson, "The United States Past to Present" Heath Social Studies, D.C. Heath and Company, Lexington (1987). National Geographic Society, "Land of Opportunity", A Geographic Perspective on American History. Lucas Film Learning Systems, Washington D.C. (1990). PACIFIC NORTHWEST HISTORY. West Valley Junior High / Yakima, WA, EARLY EXPLORATION OUTLINE NOTES, http://168.99.7.16/norlingm/ExplorationNotes1.html. Syme, Ryan. "Corps of Discovery" USU Resource Teaching Unit, (1998). Tamara Crook's Resource File, "Pioneer Trek". The World Bank, "Outline Map of the World", Social Studies Handbook, (1986). Thompson, Paul. "Early Explorers of America," U.S. HistoryTeacher, Alpine, (1990).

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