Christopher Columbus
JoAnn Martina
Grade Level 5
Subject: Social Studies and English
Time Required – 5 Days
Creating A Book Backdrop: Book Selection- Pedro’s Journal: A Voyage with
Christopher Columbus by Pam Conrad
Objectives and Goals:
1.) The students will analyze Columbus’ motives for undertaking his voyage.
2.) The students will identify areas of potential conflict and cooperation
between Columbus and his crew.
3.) The students will determine based on primary source documents if
Columbus was an egotistical, unpleasant person, or a hero.
4.) The students will be able to compare and contrast how Columbus reacts to
his find, with how his sailor’s felt
Common Core Standards:
Social Studies 2.1, 2.2, 2.3, 2.4, 3.1, 4.1
ELA 1.1, 1.2, 2.1, 2.2, 3.1, 3.2, 4.1
Anticipatory Set: 45 minutes
- Ask students to imagine how they would feel if they were the only
young crew member of a space journey to Mars where no one has ever
gone before. Ask the students who would be in charge? As a crew
member, what would they have to do? What would be their task? How
might they feel on the day of liftoff? How might their feelings change as
the days went by?
Direct Instruction: 2 Days
- Read the book to the students, “PEDRO’S JOURNAL” by Pam Conrad
- After reading the book, create a timeline of key events that happened in
the book.
- Make a chart labeled Observation/Question/Fact/Fiction
- As a comparison, then, read the ship’s log excerpts actually written by
Christopher Columbus. Use the log entry that follows for discussion
questions.
- Using a graphic organizer, compare and contrast the two accounts.
Guided Practice: 1 Day
- Read to the students “ The Journal of the Admiral of the Sea”
- Using the Literary concepts questions and points to ponder, students
will answer critical thinking questions about the journal. Students, based
on the first person account written by Columbus, answer the question
about his thoughts and feelings.
- Students will fill in the graphic organizer comparing all three primary
source references; Pedro’s Journal, Columbus’s First Voyage, and The
Journal of the Admiral of the Sea.
Closure : 1 Day
-
Students will write a letter to the governor telling him of their findings,
about Columbus, either recommending or not recommending the
celebration of Columbus Day, based on the three primary source
accounts.
- If any time permits, on You Tube, Animated Hero Classics- Christopher
Columbus can be shown; 27 minutes.
Required Materials:
1.) Book- Pedro’s Journal by Pam Conrad
2.) Columbus’s First Voyagehttp://www.eduplace.com/ss/hmss/7/unit/act6.1blm.html
3.) Pedro’s Journal Summary- www.teachervision.fen.com
4.) The Journal of the Admiral of the Ocean Seahttp://library.thinkquest.org/J002678F/columbus.htm?tql-iframe
TEACHER REFLECTION
1.) Do you think the lesson achieved the objective you had planned? How do
you know?
Yes; students were engaged in a lively debate considering both sides of the
issue; as one on Columbus’ crew, and that of Columbus himself. They were
able to identify areas of controversy on both sides by looking at a few
different primary sources, and hearing the journal story.
2.) What new skills/ understandings do students have as a result of your
instruction?
Students are able to interpret and analyze primary source documents with
some objectivity.
3.) Were the instructional materials, resources and technologies used effective
and appropriate for the needs of the students?
Yes; students were enthusiastic to engage in the different activities; they
have never had a debate, so that also was something new, besides never
haven looked at primary source documents before.
4.) Did you depart from your plan? If so, how and why?
No, not at all
5.) What insights resulted from the closure and assessment?
That I would do the lesson exactly the same way; and students were able to
incorporate an ELA lesson, friendly letter writing, to write a letter to the
governor, keeping Columbus Day a national holiday, or to revoke it, taking
away his credit, and back it with plausible reasons, based on the
documents, and the rest of my lesson.
6.) If you could do the lesson over, what would you change?
Absolutely nothing.
7.) If this lesson was one previously taught and updated to use primary
sources, please describe the differences you and your students
experienced.
I have never taught fifth grade Social Studies before; plus this was all new
material. I would do everything the same way using the primary source
documents. It was a great lesson and the students loved it, and so did I!