Chapter 3 – A Time of Exploration
The World in the 1400’s – Background to European Exploration
Europeans Explore the World– The Spanish Conquerors- Search for the Northwest Passage
Chapter 4 – European Settlement
New Spain – New France – The English in the Americas
The Jamestown Colony – The Plymouth Colony

Name: ____________________________________
Answer each question below including all the details you know.
1. Before Columbus arrived groups of Native Americans established empires. What is an empire?
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2. The period that lasted through the 1400’s and 1500’s is known as the
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3. Why did Portugal want to find a water route to Asia?
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4. Name two of the major trading cities in the East-West trade?
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5. What does Columbus Day celebrate and when is it celebrated?
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6. What two continents known today does the Isthmus of Panama connect? Who was the first to cross the Isthmus of Panama?
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7. Who is Juan Ponce de Leon and what significance does he have as a Spanish conqueror?
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8. What significance does the story of the Seven Cities of Gold play in the Narvaez expedition?
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9. What is the Northwest Passage?
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10. What area of North America did Henry Hudson claim from the Dutch?
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11. Define colony and colonist?
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12. Why did colonists come to settle in New Spain?
13. Why were the French so eager to build colonies in New France?
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14. Why was it so difficult for La Salle to settle in Louisiana?
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15. Name a city that grew from a French settlement?
16. Why did the English begin to settle in North America?
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17. What is Jamestown?
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18. What was the House of Burgesses?
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19. Why did many settlers come to Plymouth Colony?
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Unit 2: Time of Encounters– Pre-Test (Form 2)
Exploration and Colonization
1.
The Americas were explored during the 1400’s and 1500’s by people who sailed from- a.
Asia b.
Africa c.
Australia d.
Europe
2.
The primary objective of Columbus’ first voyage to the Americas was- a.
to meet new people b.
to set up trade with the Chinese c.
to test the depth of the oceans d.
to build a new city
3.
An empire is - a.
another name for a continent b.
an instrument used to measure distance and direction c.
a tall building surrounded by marsh d.
a collection of lands ruled by the people that conquered them
4.
Which of the following were the two powerful empires flourishing in the Americas when
Columbus arrived? a.
The Incas and the Aztecs b.
The Incas and the Tlingit c.
The Apache and the Aztecs d.
The Taino and the Tlingit
5.
Two important advances in technology that allowed sailors to begin exploring the world in the 1400’s were - a.
The compass and the astrolabe b.
Metal ships and oars

c.
The compass and frozen foods d.
None of the above
6.
Christopher Columbus discovered the Americas on - a.
February 14, 1428 b.
October 12, 1492 c.
October 18, 1564 d.
July 4, 1776
7.
Early European explorers of the Americas were motivated by - a.
finding gold b.
finding spices c.
spreading Christianity d.
all of the above
8.
The Spanish explorer who named Florida was looking for a Fountain of Youth. His name was - a.
Hernando Cortes b.
Ponce De Leon c.
Amerigo Vespucci d.
Hernando de Soto
9.
An empire is - a.
a group of lands ruled by another country b.
a group of people who collect taxes c.
an area of land that serves as a buffer zone d.
a large estate built by Mexican settlers
10.
By the early 1700’s, most of North America had been claimed by two European countries.
The areas claimed were called - a.
New England and New Spain b.
New England and New Jersey

c.
New Mexico and New France d.
New France and New Spain
11.
The purpose of the first English colony established in the Americas in 1585 was - a.
to fight the Spanish explorers that were already there b.
to help the Native Americans build cities c.
to secure religious freedom for the settlers d.
to find lumber and other resources for England
12.
The best source for information about daily life in the first colony would be - a.
tales handed down for generations by the people there b.
a journal kept by one of the colonists c.
digging up the area to look for artifacts d.
maps of the colony drawn by their descendents
13.
The first successful English colony in the Americas was - a.
Jamestown b.
New Orleans c.
Plymouth d.
San Augustine
14.
The first English settlers made money by selling which cash crop? a.
oranges b.
potatoes c.
tea d.
tobacco
15.
The Pilgrims signed an important agreement on how to govern themselves called - a.
The Magna Carta b.
The Mayflower Compact c.
The Declaration of Independence d.
The Constitution

Map Skills
Columbus made four voyages to the Americas. Study the maps of his first and third voyages below and use the information to answer the questions.
1. On which voyage did Columbus land on the mainland of South America?
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2. During which voyage did Columbus sail the furthest north?
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3. How many years between Columbus’s first and third voyages?
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4. During which voyage did Columbus visit the Azores?
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5. Columbus’ third voyage seems to end at Santo Domingo. Why do you think the voyage did not return to Spain?
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Unit 2: Time of Encounters Pre Test Form 2 Answer Key
1.
The Americas were explored during the 1400’s and 1500’s by people who sailed from- a.
Asia b.
Africa c.
Australia d.
Europe
2.
The primary objective of Columbus’ first voyage to the Americas was- a.
to meet new people b.
to set up trade with the Chinese c.
to test the depth of the oceans d.
to build a new city
3.
An empire is - a.
another name for a continent b.
an instrument used to measure distance and direction c.
a tall building surrounded by marsh d.
a collection of lands ruled by the people that conquered them
4.
Which of the following were the two powerful empires flourishing in the Americas when
Columbus arrived? a.
The Incas and the Aztecs b.
The Incas and the Tlingit c.
The Apache and the Aztecs d.
The Taino and the Tlingit
5.
Two important advances in technology that allowed sailors to begin exploring the world in the 1400’s were - a.
The compass and the astrolabe b.
Metal ships and oars c.
The compass and frozen foods d.
None of the above

6.
Christopher Columbus discovered the Americas on - a.
February 14, 1428 b.
October 12, 1492 c.
October 18, 1564 d.
July 4, 1776
7.
Early European explorers of the Americas were motivated by - a.
finding gold b.
finding spices c.
spreading Christianity d.
all of the above
8.
The Spanish explorer who named Florida was looking for a Fountain of Youth. His name was - a.
Hernando Cortes b.
Ponce De Leon c.
Amerigo Vespucci d.
Hernando de Soto
9.
An empire is - a.
a group of lands ruled by another country b.
a group of people who collect taxes c.
an area of land that serves as a buffer zone d.
a large estate built by Mexican settlers
10.
By the early 1700’s, most of North America had been claimed by two European countries.
The areas claimed were called - a.
New England and New Spain b.
New England and New Jersey c.
New Mexico and New France d.
New France and New Spain

11.
The purpose of the first English colony established in the Americas in 1585 was - a.
to fight the Spanish explorers that were already there b.
to help the Native Americans build cities c.
to secure religious freedom for the settlers d.
to find lumber and other resources for England
12.
The best source for information about daily life in the first colony would be - a.
tales handed down for generations by the people there b.
a journal kept by one of the colonists c.
digging up the area to look for artifacts d.
maps of the colony drawn by their descendents
13.
The first successful English colony in the Americas was - a.
Jamestown b.
New Orleans c.
Plymouth d.
San Augustine
14.
The first English settlers made money by selling which cash crop? a.
oranges b.
potatoes c.
tea d.
tobacco
15.
The Pilgrims signed an important agreement on how to govern themselves called - a.
The Magna Carta b.
The Mayflower Compact c.
The Declaration of Independence d.
The Constitution

1.
On which voyage did Columbus land on the mainland of South America?
Third Voyage
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5. Columbus’ third voyage seems to end at Santo Domingo. Why do you think the voyage did not return to Spain?
Accept any reasonable answer.
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_

Project: 13 Colonies Map Due __________
Total Points: 30
Directions:

Label the outline map of the 13 colonies with the following colonies, cities and bodies of water/rivers.

Color each region a different color (there are 3 regions total). Each colony in the region should be the same color. Label the key on the map with the names of the colonies and color it as well. You may use colored pencils, highlighters, markers or crayons. Make sure that all labels are easy to read.

Use your textbook to help you – there are many different maps that can be useful. Some examples include pages 95, 106, 112, 117

Points will be deducted for turning it in late.

Make sure to put your name on it!!
Colonies (you may abbreviate) 1 point each
Georgia
Virginia
Pennsylvania
Massachusetts
South Carolina
Delaware
New Hampshire
Rhode Island
New York
New Jersey
North Carolina
Maryland
Connecticut
Cities 1 point each
Charles Town
Boston
Philadelphia
Williamsburg
Savannah
Baltimore
New York City
Bodies of water and rivers (if these aren’t on the outline map, you will need to draw them) 1 point each
Atlantic Ocean James River Delaware River
Grading 1 point for each item (23 items) plus 7 points for coloring and labeling the regions, completing the key, general neatness and following directions.

Name_______________________________________________

Unit 2 Time of Encounters Post Test
1.
Who was the leader of the first expedition to sail around the world? a.
Christopher Columbus b.
Ponce de Leon c.
Leif Erikson d.
Ferdinand Magellan
2.
An agreement between nations about peace, trade, or other matters is called - a.
a claim b.
a demarcation c.
a treaty d.
an encounter
3.
Who was the explorer that searched for the Fountain of Youth? a.
Ponce de Leon b.
Marco Polo c.
Hernando de Cortes d.
Vasco de Gama
4.
All of the following were reasons the Europeans went exploring EXCEPT - a.
searching for spices b.
searching for gold c.
searching for potatoes d.
build empires
5.
The first explorers to the Americas discovered - a.
advanced Native American cultures b.
an uninhabited continent c.
Chinese explorers d.
None of the above

6.
The first European to land in the Americas arrived around the year 1000. Who was this explorer? a.
Amerigo Vespucci b.
Leif Erikson c.
Christopher Columbus d.
Ferdinand Magellan
7.
Which of the following were part of the Columbian Exchange? a.
plants b.
animals c.
diseases d.
all of the above
8.
To spread Christianity throughout the New World, Spain established- a.
haciendas b.
presidios c.
missions d.
borderlands
9.
What were French traders trying to get from New France? a.
gold and silver b.
beaver fur c.
lumber d.
fish
10.
Which settlement covered the most land and had the fewest settlers in the New World? a.
New Amsterdam b.
New England c.
New France d.
New Spain
11.
The purpose of the first English colony established in the Americas in 1585 was -

a.
to fight the Spanish explorers that were already there b.
to help the Native Americans build cities c.
to secure religious freedom for the settlers d.
to find lumber and other resources for England
12.
What was the first permanent English settlement in the Americas? a.
Roanoke Island b.
Quebec c.
Plymouth d.
Jamestown
13.
Why did the Pilgrims leave England? a.
to go whaling off the coast of the Americas b.
to be able to follow their own religion c.
to find silver and gold d.
to fight the French trappers in the Americas
14.
The first English settlers made money by selling which cash crop? a.
oranges b.
potatoes c.
tea d.
tobacco
15.
Which of the following is a signed agreement? a.
burgess b.
colony c.
compact d.
proprietor

Research the routes modern ships use to travel between
Europe and the Americas.
Create a map of the most common routes and prepare a presentation comparing modern routes to those of early explorers.
Create a PowerPoint explaining the Columbian
Exchange.
Christopher Columbus and
Leif Erikson have both been credited with having
“discovered” America.
Research both explorers.
Decide which one you would have liked to sail with. Create a journal of your voyage.
Form a Peace Treaty.
Perhaps the conflict between the Native Americans and the
Spanish, French and English settlers could have been settled peacefully. Research the issues and create a Peace
Treaty that allows them to live in harmony.
Create a map of the
Jamestown Colony.
Solve a mystery. Research the
Lost Colony that settled
Roanoke in 1587. Write a newspaper article explaining what you think happened to the Lost Colony.
13 Colonies Map Project:
See Handout
Native Americans Project:
Research one of the tribes of the Easter Woodlands.
Prepare a report describing their ways of life, shelter, diet, etc.
Create a board game about one of the following:

Native Americans

Explorers

Colonial America

Chapter 3 Lesson 1
The World in the 1400’s
Auditory/Analytic
Research and write a one page summary of Marco
Polo’s life.
Chapter 3 Lesson 2 & 3
Background to European
Exploration and Europeans
Explore the World
Give an oral report to your class on the history of
Columbus Day.
Visual / Global
Create a timeline including important events from
1400-1500.
Tactile Kinesthetic /
Global
Create a piece of
Renaissance Art using linear perspective.
Create a new route map for
Marco Polo using a more direct route than the one he took in the late 1200’s.
Make a flip chart about
Marco Polo and the effects his travels had on Europe.
Chapter 3 Lesson 4
The Spanish Conquerors
Chapter 3 Lesson 5
Search for the Northwest
Passage
Chapter 4 Lesson 1 & 2
New Spain and New
France
Imagine you are an explorer in the 1500’s. Write a journal entry that describes the difficulties you faced on your expedition.
Make a map showing the part of Texas that Coronado traveled through from
1540-1542
Perform a dramatic reading of the quote found on page
137 in Chapter 5.
Write a trip itinerary for a historian planning to visit
Louisiana.
Compare and contrast the treatment of Native
Americans by the French,
English, and Spanish.
Compare/Contrast New
Spain and New France
Using Papier-mâché (or art form of your choice) design a piece of conquistador armor that could be found where the conquistadors traveled.
Recreate a photograph for
Henry Hudson or Jacques
Cartier.
Make a jigsaw puzzle of a map that shows the Routes of Champlain or Marquette and Joliet and La Salle.
Chapter 4 Lesson 3
The English in the
Americas
Chapter 4 Lesson 4
The Jamestown Colony
Write a newspaper article about Queen Elizabeth I and why she felt so strongly about protecting the “Sea
Dogs”
Create a glossary with the vocabulary words from
Chapter 4 Lesson 4.
Draw a series of pictures illustrating England’s challenge to Spain.
Looking at the map on page
162, infer why Captain John
Smith included a picture of the Powhatan chief on his map.
Using chalk, draw an enlarged version of the map on pg 157 in. Chapter 4
Make a scale drawing of what you might find in the
Jamestown Colony.
Chapter 4 Lesson 5
The Plymouth Colony
Research and teach a lesson to the class on Thanksgiving
Day heritage.
Research and make a brochure of the present day attractions at Plymouth
Colony. Include details about the site and how it relates to the original colony.
Create a skit comparing and contrasting the life in
Plymouth Colony with the life in your community today.

Name: ___________________________________
Project: __________________________________
* Adapted from Teaching Gifted Kids in the Regular Classroom by Susan Winebrenner ©2001. Free Spirit Publishing Company Inc. Minneapolis, MN 866/703-7322.*
Today’s
Date
What I accomplished today What I plan to accomplish during tomorrow’s work period.

Anderson, Joan.
Bowen, Gary
Introduction by
David Freeman
Hawke
Collier,
Christopher.
George, Jean
Craighead.
T
HE
F
F
EAST
IRST
T
HANKSGIVING
S
TRANDEDAT
P
LIMOTH
P
LANTATION
, 1626
P
ILGRIMS AND
P
URITANS
,
1620-1676 .
T
HE
F
IRST
T
HANKSGIVING
.
0-89919-287-4. This photographic drama is set at Plimoth
Plantation, a living history museum in
Massachusetts, which recreates the life of the
Pilgrims from the Mayflower to the first
Thanksgiving. Students can compare this with
Hayward’s T
HE
F
IRST
T
HANKSGIVING
.
1994 0-06-022541-6 Christopher Sears, an orphan boy indentured to his uncle, spends nine months living with the Pilgrims in Massachusetts in 1626. He lives with the
Brewster family, both of whom encourage him to pursue his artistic interests, especially obvious in his woodcarvings. Bowen uses the fictional diary of Sears to describe the daily lives of the Pilgrims, their foods, social life, military drilling, and perceptions of the Native Americans in the area.
1998 6-761-40438-4 The religious, political, and social history of the
Massachusetts Bay Colony and its influence on our lives today is recounted.
1993 0-399-21991-9 The text and illustrations introduce the colonists aboard the Mayflower , the founding of New
Plymouth, and the celebration of the first harvest.
1991 0-87701-806-5. Beautiful murals created by N. C. Wyeth illustrate this straightforward story about the Pilgrims.
San Souci,
Robert D.
N. C. W
YETH
’
S
P
ILGRIMS
.
Van Leeuwen,
Jean.
A
CROSS THE
W
IDE
, D
ARK
S
EA
: T
HE
M
AYFLOWER
J
OURNEY
.
Maestro, Betsy. E
XPLORATION
&
C
ONQUEST
: T
HE
A
MERICAS
A
FTER
C
OLUMBUS
, 1500-
1620 .
Yue, Charlotte and Yue, David.
C
H
HRISTOPHER
OW
H
E
D
ID
I
C
T
.
OLUMBUS
:
1995 0-803-71166-2 A boy and his family endure a difficult nine-week journey across the ocean and survive the first winter at Plymouth Plantation in Massachusetts.
1994 0-688-092675. A history of American exploration in the century after Christopher Columbus.
1992 0-395-52100-9 This book explains how technological discoveries helped Columbus succeed in his voyage.
Fisher, Leonard
Everett.
P
RINCE
H
ENRY THE
N
AVIGATOR
.
1990 0-02-735231-5. This is an illustrated biography about the
Portuguese prince whose school of navigation expanded understanding of the seas.

Reading Response Sheet
Name: ____________________________________ Date: _______________________________
Title of Book: ___________________________________________________________________
Author’s Name: ___________________________________ Pages read today: ________________
My reactions/feelings to today’s reading: _________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
What’s really great about this book so far: ________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
How does the information in the book relate to the textbook or research you have done (check accuracy): ______
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
New words from this book: ___________________________________________________________________
__________________________________________________________________________________________
Lasting thought: ____________________________________________________________________________
* Adapted from Teaching Gifted Kids in the Regular Classroom by Susan Winebrenner ©2001. Free Spirit Publishing Company Inc. Minneapolis, MN 866/703-7322.*
Reading Response Sheet
Name: ____________________________________ Date: _______________________________
Title of Book: ___________________________________________________________________
Author’s Name: ___________________________________ Pages read today: ________________
My reactions/feelings to today’s reading: _________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
What’s really great about this book so far: ________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
How does the information in the book relate to the textbook or research you have done (check accuracy): ______
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
New words from this book: ___________________________________________________________________
__________________________________________________________________________________________
Lasting thought: ____________________________________________________________________________
* Adapted from Teaching Gifted Kids in the Regular Classroom by Susan Winebrenner ©2001. Free Spirit Publishing Company Inc. Minneapolis, MN 866/703-7322.*