Marguerite Mills
ITEC 57400
Media Alignment
5th Grade – Exploration
Media Alignment –5th Grade History: Exploration
Standard –
ODE Academic Content Standard:
History – Grade 5
History:
Students use materials drawn from the diversity of
human experience to analyze and interpret significant
events, patterns and themes in the history of Ohio, the
United States and the world.
Benchmark B: Describe the cultural patterns that are
evident in North America today as a result of
exploration, colonization and conflict.
Grade Five – Settlement:
2. Explain how American Indians settled the continent
and why different nations of Indians interacted with
their environment in different ways.
3. Explain why European countries explored and
colonized North America.
4. Describe the lasting effects of Spanish, French and
English colonization in North America including
cultural patterns evident today such as language, food,
traditions and architecture.
5. Explain how the United States became independent
from Great Britain.
Media Resources Related to the Standard – (choose 6-10 media that could be
used for the chosen standard - Non-Projected Visuals, Audio, Video, Computer
Multimedia, and Print Materials)
Types of Media
Print Material
Print Material
Print Material
Name
St. George, Judith and Small, David. So you want to Be an
Explorer (2005)
Everett, Felicity and Reid, Struan. Explorers: From
Columbus to Armstrong (1991)
Hakim, Joy. The History of US: The First Americans.
(1999)
Computer Multimedia
Computer Multimedia
and Print Material
Computer Multimedia
Computer Multimedia
Computer Multimedia
Video
Video
Audio
World Book. Vikings. (1997)
Ganeri, Anita and Mills, Andrea. Atlas of Exploration.
(2008) (book and an Interactive CD-Rom)
http://www.mce.k12tn.net/explorers/explorers_start.htm
Explorer Site – information, timelines, and quizzes
http://bms.westport.k12.ct.us/lmc/expmaps.htm
Explorer Maps – printable maps of various explorations of
early European explorations.
http://www.bbc.co.uk/schools/vikings/
Vikings – interactive BBC site (Viking invasion, life, beliefs,
travel and exploration, and findings)
“Time for Kids – On Location!” – CNN/NR Newsroom
(1999)
“This is America Charlie Brown – “The Mayflower
Voyagers” Paramount (1994)
Conrad, Pam. Pedro’s Journal (A Voyage with Christopher
Columbus, August 3, 1492 – February 14, 1493). (1991) –
Excerpts read from the book/journal. Read aloud in front
of the class.
Rationale – (information should be supported by the text or other resources (eg.
other research, websites, etc.)
1. Why do you think each media will help in the learning process? (why you
think the media you have chosen is appropriate and will help the learner
achieve the standard)
2. How will each media be used?
3. How will the learner interact with each media?
Selected Media
I tried to choose a wide variety of medias so that many learning styles could be
represented and so that many voices could be heard. The exploration of early
Europeans is a hot topic, as many cultures, races, and religions were involved in the
massive movement across the Atlantic Ocean. My choices of media help represent
the many voices and layers (including broad based material, along with in-depth
studies) of the early European explorers and those people they encountered.
Name
Rational
Usage
Student
Interact
ion
Suppor
ting
Statem
ents
St. George, Judith and
Small, David. So you
This book serves as a great
introduction to what it takes to
truly be an explorer. The book
Teachers
could use
this book to
Students
would
actively
The
ASSURE
Model
want to Be an
Explorer (2005)
highlights several explorers in
different ages and
environments (on a ship, in a
submarine, and on a
spaceship).
Everett, Felicity and
Reid, Struan.
Explorers: From
Columbus to
Armstrong (1991)
This is an excellent source for
brief and fast facts. Students
and teachers can use this
source to explore and to learn
about many early European
Explorers, the tools used in
navigation, and the people and
animals they encounter when
they reach land.
introduce
the idea of
exploration
in the
classroom.
The book
will open
the
students
mind and
give them
some preknowledge
into the
world of
exploration.
I would use
this source
as a fact
finder, as it
has
multiple,
short and
helpful
facts. There
are also
many great
pictures to
go along
with the
text.
listen as
the
teacher
read the
book aloud
to the
class.
Students
would
then
brainstor
m the
many
types of
explores
they
already
know.
Students
would
benefit
from the
fast set of
facts and
pictures.
There are
many
explorers
highlighte
d in the
book
which
make it
interesting
and easy
to read.
suggests,
“…primar
y goal of
teachers
is to meet
the
unique
needs of
each
student
so they
can
achieve
maximum
levels of
learning...
specific
entry
competen
cies..” (p.
87). This
book will
allow the
teacher
the
opportuni
ty to
undertsan
d what
students
already
know and
what they
want to
know in
their
learning.
The book
has some
excellent
examples
of visual
literacy
(p. 52)
througho
ut the
book.
The book
is not
only rich
in text,
but is also
strong in
visual
images, as
Hakim, Joy. The
History of US: The
First Americans.
(1999)
This is an excellent classroom
textbook, as it explains history
as a story. The book reads
more like a chapter book and
includes many interesting
facts, examples, and details.
This is the first book in a series
of ten and mostly describes the
challenges and successes of
many early European
Explorers (in their pre-voyage
hope and fears, their voyage
struggles and successes, and
their encounters when they
reach land), The book not only
depicts the voices of the early
European Explorers, but it also
allows the Native Americans
the chance to be heard.
This book
serves as a
base when
studying
early
European
Explorers.
The book
highlights
many of the
early
explorers
through a
dedicated
chapter for
each. The
book
includes
great detail
and even
some visual
artifacts
that are
interesting
and
question
provoking.
World Book. Vikings
This is an excellent, interactive
CD-Rom that will allow
This CDRom would
The book
could also
be used as
a
resources
for the
Exploratio
n Journal
(end of the
unit
project).
Students
would
follow
along in
the book
with the
teacher
using
SQ3R
(survey,
question,
read,
recite, and
review) to
best learn
each
chapter.
After the
chapter
was read,
the
teacher
would
help the
students
outline
with notes
on the
board.
From this
base
understan
ding, the
teacher
and
students
can
explore
other fun
facts about
each
explorer.
Students
would use
at times,
visuals
are just
as, if not
more
important
than,
words.
This is an
excellent
‘catch all’
resource,
as it
serves as
a starting
point for
learning.
The book
states
that there
are “six
basic
categories
of
media…”
(p. 7) and
that one
of those
media is
text. All
of the
beginning
informati
on and
learning
comes
form this
textbook.
“Text,
audio,
(1997)
students the opportunity to
explore their own questions.
The CD-Rom and the book are
used to further the student’s
knowledge of the early, early
explorers – the Vikings!
be used
after the
students
had a base
knowledge
of the
Vikings.
Students
would then
partner up
to go on an
interactive
tour of
Viking
villages,
sagas,
exploration
s, and
battles.
Students
would be
able to take
ownership
and pride in
their
learning.
the CDRom in
groups to
interact
with the
book and
the CD. At
the end of
the
interactive
experience
, the whole
class
would
gather to
discuss
what they
had
discovered
and to take
a quick
quiz.
visual,
and video
are four
of the
…six
types of
media…”
(p. 7)
used
during
the
learning
process.
This CDRom is an
excellent
teaching
tool, as it
forces
students
to use
their
backgrou
nd
knowledg
e of the
subject to
further
their own
understan
ding of a
subject.
Ganeri, Anita and
Mills, Andrea. Atlas
of Exploration.
(2008) (book and an
Interactive CD-Rom)
This book and CD-Rom is an
excellent resoure for higher
learning and a deeper
understanding of the early
European Explorers. The book
is written at a higher level, but
includes some excellent maps
and pictures for visual appeal.
This book
would be
used for
those
students
seeking
higher-level
information
about the
European
Explores
and their
want to set
sail into the
unknown.
The book
not only
goes into
dept about
Students
would be
free to use
this book
on their
own time
to further
understan
d the many
successes
and
failures of
life as an
explorer.
For those
students
especially
interested
in maps,
The CDRom
included
makes
this
source
come
alive. The
computer
facilitates
the
learning
process
and
allows the
learner to
choose
his/her
path.
http://www.mce.k12
tn.net/explorers/exp
lorers_start.htm
Explorer Site –
information,
timelines, and
quizzes
This site is great for short, fast
facts! Students can use this
site inside and outside of the
classroom to learn new facts
and to test their knowledge
with a quick quiz.
the voyage,
but it also
focuses on
the routes
taken, the
men (and
women at
home) who
risked
everything,
and the
civilizations
encountere
d.
this source
would
peek their
interests.
Students
can use this
site inside
and outside
of the
classroom.
The teacher
could use
the site to
introduce
new
European
Explorers
to the class
with some
brief
information
, as an
introductor
y lesson.
The teacher
could also
ask
students to
complete
the reading
and quiz
before class
to have
some pre-
Students
can use
this site to
gain
backgroun
d
knowledge
on an
explorer
or to
refresh
their
understan
ding of
exploratio
n (through
short facts
and
through
quizzes).
This
source
can be
used as a
“…large
group
project…o
r it can be
used in a
small
group”
learning
environm
ent. (p.
144).
Both
group
dynamics
would
make the
informati
on come
alive for
the
students.
Engaging
students
in
learning
is a must!
Student
interactio
n inside
and
outside of
the
classroom
is vital in
learning.
Our book
states, “As
students
begin to
work with
informati
on, they
can find
the
computer
tools
available
to them to
make the
process
easier and
knowledge
for the daily
lesson.
http://bms.westport.
k12.ct.us/lmc/expma
ps.htm Explorer
Maps – printable
maps of various
explorations of early
European
explorations.
A resource for printable maps
of early European Explorations
is a must! Teachers can easily
obtain maps from many
different expeditions in one
location.
Students
would
receive a
hand out of
the maps to
go help
assist their
learning.
Students
could use
the maps to
visually see
the various
routes
(some
similar and
some
drastically
different).
http://www.bbc.co.u
k/schools/vikings/
Vikings – interactive
BBC site (Viking
invasion, life, beliefs,
travel and
exploration, and
findings)
This is a ‘kid friendly’ Viking
tour. Students can navigate
through the site on their own
and as a group in a classroom
setting. This site offers simple
facts and details on the
Vikings.
Students
would use
this site in
the
classroom
as a study
tool after
learning
about the
Vikings.
Students
could even
practice at
home and
learn more
about the
first
European
Explorer.
more
fun…tools
to gather
informati
on…” (p.
128).
Students
would
interact
with the
maps
during
class as
they are
learning
about a
particular
explorer
(students
could also
use the
maps in
their
Explorer
Journal
project).
Students
could
compare
and
contrast
the
various
routes.
Students
would
interact
with the
informatio
n alone
and in
groups.
Students
would gain
a deeper
understan
ding and
appreciati
on for our
first
European
Explorers
though
this site.
This
visual
media
could
serve
many
functions:
as an
introducti
on to a
lesson, a
guiding
visual
during a
lesson, or
simply as
a visual
reference
point to
enhance
learning.
(pp. 102103)
This site
is offered
as a
creativity
tool
through
BBC.
Some
advantage
s of the
site
include,
“…inform
ation
managem
ent:
manage
all types
of
informati
on – text,
graphics,
audio,
and video,
learner
participat
ion – they
require
learners
to engage
in
activities”
(pp. 135).
“Time for Kids – On
Location!” – CNN/NR
Newsroom (1999)
This video offers a real-life
look at Jamestown (one of the
first successful English
Colonies in the New World).
This video takes students to
the dig site and allows them to
be transported to another
location.
This video
could be
shown at
the end of
the lesson
as a visual
of a real-life
colonial
town. The
video
allows
students
the
opportunity
to
understand
that history
is alive and
thriving
today.
“This is America
Charlie Brown – “The
Mayflower Voyagers”
Paramount (1994)
While this video does not show
actual historical locations, it
does offer a look into the past.
Charlie Brown introduces us to
the Pilgrims and their voyage
across the Atlantic Ocean.
After
learning
about the
Pilgrims
and the
Mayflower,
students
could watch
this video
to gain a
deeper
understandi
ng of the
Students
could
interact
with the
video
through
before and
after
discussion
s.
Students
could
imagine
what a dig
site looks
like and
then after
the video
is done,
they could
talk about
some of
their good
‘guesses’
and some
of their
missed
thoughts.
Students
interact
with the
video
thorough
laughing,
making
connection
s with the
text, and in
asking
questions
when the
Another
‘media
type’ is
the video
(p. 7).
Videos
offer a
classroom
fieldtrip
and a
chance
for
history to
come
alive!
This ongoing
visual
helps
students
better
visualize
the past.
Students
are more
likely to
recall
informati
Conrad, Pam. Pedro’s
Journal (A Voyage
with Christopher
Columbus, August 3,
1492 – February 14,
1493). (1991) –
Excerpts read from
the book/journal.
Read aloud in front of
the class.
This is an excellent chapter
book that brings the story of
an explorer’s life alive! The
book is told through the eyes
of a young boy on the
expedition Christopher
Columbus. This book does an
excellent job discussing the
feelings surrounding the prevoyage set up, the actual
voyage fears and joy, and the
anticipation and excitement of
finally seeing land.
trip
through
visual
pictures
and images.
Students
are
entertained,
as the
cartoon like
characters
are
relatable
and seem
real.
Teachers
can use this
book to
introduce
the idea of
early
European
exploration
to his/her
students.
The book
would be an
excellent
read-a-loud
for a class,
as it not
only
includes
fact, but it
also
includes the
many
emotions
experience
d while on
an
expedition
(it also
includes the
ach of
missing
family left
behind).
video is
finished.
The video
helps piece
their
learning
together,
as text
does not
truly
create a
visual (for
some
learners).
on that
they ‘see’
in
different
formats
(eg. text,
picture,
video) (p.
55).
Students
would
interact
with the
book
through
their own
journal
entries. At
the end of
the
European
Exploratio
n unit
students
would be
asked to
complete a
project –
an
Explorers
Journal.
Students
would be
given one
European
Explorer
and asked
to create
their own
journal
(supply
list,
journal
entries,
pictures,
and maps
included)
based on
simple
This
chapter
book is an
introducti
on to a
project
that
effects the
many
“multiple
intelligen
ces:
verbal,
logical,
visual,
musical,
bodily,
interpers
onal,
intrapers
onal,
naturalist
ic, and
existentia
list” (p.
89). The
project is
a perfect
way to
really
understan
d and
explore
our Early
European
Explorers.
Tapping
into all of
the
intelligen
research.
The book
would
serve as a
model for
journal
writing
and
sketches
used
throughou
t the
journal.
ces allows
the
students
an
opportuni
ty to take
learning
into their
own
hands.
Summary The ASSURE Model does assist in optimal student learning. The ASSURE Model
includes the following steps: “analyze learners, state standards and objectives,
select strategies, technology, media and material, utilize technology, media and
materials, require learner participation, and evaluate and revise” (p. 86) and is a
great check list of objectives to use when creating a complete unit. It is also vital to
include many types of media in a lesson, as this will ensure deep learning and
understanding.