Caitlin Balkin
Unit: Age of Exploration
Lesson: Where in the World?
11/13/12
Standard 1: History of the United States and New York
Key Idea 2: Important ideas, social and cultural values, beliefs, and traditions from New York
State and United States history illustrate the connections and interactions of people and events
across time and from a variety of perspectives
Key Idea 3: Study about the major social, political, economic, cultural, and religious
developments in New York State and United States history involves learning about the important
roles and contributions of individuals and groups.
Key Idea 4: The skills of historical analysis include the ability to: explain the significance of
historical evidence; weigh the importance, reliability, and validity of evidence; understand the
concept of multiple causation; understand the importance of changing and competing
interpretations of different historical developments.
Essential Question: What were the major causes of European exploration?
Objectives:
1. Students will define the key people and technologies that began European exploration
2. Students will determine the causes and reasons Europeans wanted to explore the world
Anticipatory Set/ Do Now: (10 min)
Do Now: When students enter class, students will be asked to “Imagine that they are explorers”
and reflect and write down what they think that they would need to bring, and why they would
be going.
Information Input/ Modeling:
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Once students have completed the “Do Now” activity, students will be asked to share
their answers with the class. The teacher can then use this as a segue into introducing the
beginnings of the Age of Exploration
The teacher will continue to explain that the first major sea explorations began with the
Vikings, and then hundreds of years later by the Portuguese. The teacher will also
introduce the topics of new technologies, the desire to find a land route to Asia, and the
term “Gold, God and Glory” as an explanation for the emerging desire and ability to
travel and explore.
Guided Practice/ Independent Work:
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Students will complete a vocabulary worksheet including the people and terms ,
“Vikings,” “Leif Erikson,” “Henry the Navigator,” “astrolabe,” “caravels,” and
“missionaries”
The worksheet will include the term, definition, and either an additional detail about the
term, or an illustration to ensure understanding.
** Students who have lower literacy skills, or are English Language Learners will use a
modified worksheet with the definitions or pictures already completed, and will be creating
illustrations to enhance their understanding and learning
Active Participation/Group Work:
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With a partner, small group, or as a class (depending on the number of students needing
extended time with the vocabulary)students will begin a “cause and effect” chart
outlining the main causes of European Exploration
Students will be listing the primary causes/reasons for European Exploration
** Students with higher needs or English language learners can work in small groups with a
teacher to guide comprehension and understanding
** As students complete the vocabulary sheet, they can continue to work on the “Cause and
Effect” worksheet either in the classroom, or in a quieter space in another classroom
* Students may also work independently if it is more effective for their learning
Closure:
-
Students will complete a ticket out the door with 2 facts that they learned in class that day
** Students can either write the fact in a sentence OR draw a picture to show what they have
learned in class
Check for Understanding:
-
The teacher will circulate around the room during student work time to answer questions
and check for/ensure understanding
The “Ticket Out” will be collected at the end of class to check for understanding
Adaptations and Modifications:
-
See sections with **
Caitlin Balkin
Unit: Age of Exploration
Lesson: Who in the World?
11/14/12
Standard 1: History of the United States and New York
Key Idea 2: Important ideas, social and cultural values, beliefs, and traditions from New York
State and United States history illustrate the connections and interactions of people and events
across time and from a variety of perspectives
Key Idea 3: Study about the major social, political, economic, cultural, and religious
developments in New York State and United States history involves learning about the important
roles and contributions of individuals and groups.
Key Idea 4: The skills of historical analysis include the ability to: explain the significance of
historical evidence; weigh the importance, reliability, and validity of evidence; understand the
concept of multiple causation; understand the importance of changing and competing
interpretations of different historical developments.
Essential Question: Who were the primary explorers during the Age of Exploration?
Objectives:
1. Students will identify the key people and countries that participated in exploration
expeditions
2. Students will label a map with the primary explorers and their routes around the world
3. Students will reflect on what effect exploration might have on the exploring countries and
on those already living in the new lands
Anticipatory Set/ Do Now:
-
-
Upon entering class, students will take their seats and complete the vocabulary activity
from the previous day (students will be given 5 minutes of class time, and will complete
the rest for homework)
Students will also be asked to add “circumnavigate” and “Northwest Passage” onto their
vocabulary sheets
Information Input/ Modeling:
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-
Once the class has settled and spent 5 minutes on completing the vocabulary, the teacher
will ask the class to review what they have discussed the day before (The three G’s, New
technology, and a land route to Asia). The teacher will then continue to explain that now
that we know why people left their homes, and how they were able to travel, we can now
talk about who was going, who was sending them, and where they ended up.
The teacher will continue to explain that the leading countries in exploration were Spain,
Portugal, the Netherlands, and England, each of which was sending their own explorers.
Guided Practice/ Independent Work:
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Independently or in small groups or pairs, students will use their textbook to determine
for each main explorer (Bartolomeu Dias, Vasco De Gama, Ferdinand Magellan, John
Cabot, Henry Hudson, and Jaques Cartier) what country the explorer was from, and what
country they were traveling for.
** Students may do small group or full class reading in order to ensure understanding of reading
and comprehension of information
Active Participation/Group Work:
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After completing the worksheet, students will create a map charting the routes of each of
the six (6) explorers using the maps in their textbooks (p. 41 & 55), colored pencils and
markers
The map of Ferdinand Magellan’s route will be projected onto the SmartBoard
Closure:
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As a “Ticket Out” students will be asked to write down how they think that the world will
change because of this new exploration of the world
Check for Understanding:
-
The teacher will circulate around the room and use the “Ticket Out” as a check for
understanding
Adaptations and Modifications: