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LU Title: Early European Explorers |
Authors: Dawes, Mathlin, Keuerlaber, Evolo, Jenkins, Elsenbeck |
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Grade Level: Grade 5 |
School Address: 934 Armory Dr. |
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Topic/Subject Area: Social Studies |
School Phone/Fax: (315) 792-2011 |
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Email: DDawes@aol.com |
OVERVIEW
This unit describes the events and advances that led Europeans to explore. Their voyages eventually led to the Americas. In this unit, students will learn what factors set the stage for exploration, what explorers were determined to and had the courage to undertake dangerous voyages, and how European exploration of the Americas changed the lives of the people already living there.
CONTENT KNOWLEDGE
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Declarative Students will know and understand: |
Procedural |
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Magellan’s trip revealed the true nature of the Earth’s land and water forms. |
Think and write by comparing and contrasting. |
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What were the reasons for European exploration? |
Think and speak to form a logical conclusion. |
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What were the significance of Columbus’ voyages and his relationship with indigenous peoples? Spanish interactions with Aztecs, Incas, and Pueblo’s people had various influences on these people. Self rule and aid from the Indians helped the Plymouth Colony. |
Draw upon data in historical maps and latitude and longitude lines to trace routes of early explorers. |
ESSENTIAL QUESTIONS
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How did early European exploration and colonization result in cultural and ecological interactions among previously unconnected peoples? How did exploration reveal the true nature of the Earth’s land and water forms? |
CONNECTIONS TO NYS LEARNING STANDARDS
Social Studies – Standard #1 – How early European exploration and colonization resulted in cultural and ecological interactions among previously unconnected peoples.
Benchmark #1- Trace routes taken by early explorers, from the15th through the 17th century, around Africa, to the Americas, and across the Pacific. (Draw upon data in historical maps).
Benchmark #2- Evaluate the significance of Columbus’ voyages and his interactions with indigenous peoples. (Assess the importance of the individual in history.)
Benchmark #3- Compare English, French, and Dutch motives for exploration with those of the Spanish. (Compare and contrast different sets of ideas.)
Benchmark #4- Explain and evaluate the Spanish interactions with such people as Aztecs, Incas, and Pueblos. (Examine the influence of ideas.)
ELA- Standard #1 – Language for Information and Understanding
Benchmark #1- Listening and reading to acquire information and understanding involves collecting data facts, and ideas; discovering relationships, concepts and generalizations; and using knowledge from oral, written and electronic sources.
Benchmark #2- Speaking and writing to acquire and transmit information requires asking probing and clarifying questions, interpreting information in one’s own words, applying information from one context to another, and presenting the information and interpretation clearly, concisely and comprehensibly.
Standard#3 – Language for Critical Analysis and Evaluation
Benchmark#1 – Listening and reading to analyze and evaluate experiences, ideas, information, and issues requires using evaluative criteria from a variety of perspectives and recognizing the difference in evaluations based on different sets of criteria.
Standard #4 – Students will read, write, listen, and speak for social interaction.
Benchmark#1 – Oral communication for formal and informal settings requires the ability to talk with people of different ages, genders, and cultures; to adapt presentations to different audiences and to reflect on how talk varies in different situations. Listens attentively and recognizes when it is appropriate to speak. Expresses ideas and concerns clearly and respectfully in-group discussions. Recognizes the kind of interaction appropriate for different circumstances.
INITIATING ACTIVITY
1. Students will imagine they have the opportunity to go on a trip in a space shuttle to a planet scientists think might have life on it. No one has ever been there before. Ask students how they feel about this opportunity and whether or not they will choose to go. Students will discuss their choice orally.
Students will read and listen to a selection from The World in 1492 by Jamake Highwater (pgs. 96-97, America’s Story, Harcourt Brace and Company, 1997). Students will make believe they are the Taino people and orally reflect on their initial encounter with the Europeans.
Students will pretend they are an explorer and write a message to be but in a bottle, explaining their experiences on their imaginary voyage. This bottle will be opened as an initiating activity next year for this unit.
LEARNING EXPERIENCES
To acquire knowledge and construct meaning, students will read/listen and discuss the text, America’s Story, Harcourt Brace and Company, Unit 2.
To acquire knowledge, students will complete activity pages, (America’s Story, Activity Workbook pages 15 – 20), which will be graded by teacher. Activities include examining the goods that Marco Polo saw in Asia, reviewing a log written by Christopher Columbus, completing a latitude and longitude exercise and a graphic organizer to summarize the main ideas of the chapter.
To acquire knowledge and organize and store information, students will complete a vocabulary notebook, which will include the word, a definition and a picture that helps define the word. This will be assessed by a vocabulary quiz.
To acquire knowledge and store information, students will trace the routes of early explorers on a “write-on” wall map – teacher observation.
To acquire knowledge, students will research information on the Internet and in the library to use in writing an essay and quilt design.
To internalize the writing process, students use the Effective Communicator rubric for Compare and Contrast, Grade 5 and a graphic organizer to complete a compare and contrast essay on two countries concerning the French, English, Dutch and Spanish motives for exploration.
Given Content Rubric and Oral Speaking Checklist, students extend and refine knowledge by orally explaining and evaluating the Spanish interactions with the Aztecs and the Incas.
Given Content Rubric, students extend and refine knowledge by completing an Explorers Quilt to demonstrate their understanding of the accomplishments of individual explorers.
CULMINATING PERFORMANCE
Given Content Rubric, Oral Speaking Checklist and a list of European explorers, students must choose one explorer to research in the library or on the Internet (www.Yahooligans.com -Social Studies – History - Explorers). Students will then write a 1-2-page essay or write a script to be taped on video becoming the character they are writing about and presenting the character’s final report to his sponsor. They will report to their sponsor by answering the following questions:
Who are you?
What was your reason for exploration?
Where did you go?
What did you accomplish?
Who did you encounter?
What did you learn and acquire from the natives you encountered?
What did you give these people?
What economical and cultural changes did your trip bring about?
Was the trip worth it and would you recommend further exploration?
PRE-REQUISITE SKILLS
Read a time line 6. Read a rubric
Write a compare/contrast essay
Access the Internet
Library research
Analyze material
MODIFICATIONS/ADAPTIONS
1. Time Extended 2. Material and questions read
3. Answers Recorded 4. Use of spell checker
5. Use of Word Processor 6. Special location
7. IEP recommendations 8. Audio tapes for ESL students
UNIT SCHEDULE/TIME PLAN
4 weeks – 5 days per week – 45 minutes per day
TECHNOLOGY USE
Tape recorder Audio tapes
Video presentation – BOCES Curriculum Kit # K500
Computer – Internet Sites, MicroSoft Word or Works, Instant Artist
Explorers of the New World, (CD), SoftKey Multimedia, Inc., 1995
www.Yahoolins.com/School_Bell/Social_Studies/History/Exploration/
www.earlyexplorers.com www.earlyexplorers.net
www.earlyexplorers.org (Other sites available depend on access in building.)
CONTENT RUBRIC
NAME ____________________________________ Score_____________________
4 POINTS 3 POINTS
many examples of relevant a. sufficient relevant and accurate
and accurate information
b. thorough understanding of content b. adequate understanding of content
c. strong social studies skill c. adequate social studies skills
d. exceptional insight/creativity d. adequate insight/creativity
e. clearly communicates all ideas e. communicates most ideas clearly
2 POINTS 1 POINT
a. little relevant and accurate information a. no relevant or accurate information
b. partial understanding of content b. little or no understanding of content
c. few social studies skills c. little or no social studies skills shown
d. little insight/creativity showed d. shows no insight/creativity
e. few ideas communicated clearly e. demonstrates great difficulty in
communicating ideas clearly
COMMENTS:
Oral Speaking Checklist
NAME_________________________
YES NO
1. Stands straight, faces audience, makes eye contact ____ ____
2. Speaks clearly and with proper volume _____ _____
3. Organizes thoughts before speaking _____ _____
4. Uses complete sentences _____ _____
5. Uses descriptions _____ _____
6. Answers questions clearly _____ _____
COMMENTS: