Early European Explorers

Lessons for 3rd Grade

Prepared By: Sheila Wilson

URL: http://sheila.wmwikis.net/

Submitted as Partial Requirement for EDUC 405

Elementary and Middle Social Studies Curriculum and Instruction

Sheila Wilson

The College of William and Mary

Spring 2010

Contents

Historical Narrative

Map/Globe Skills: Basic Map Skills and European Geography

Critical Thinking and the Arts: Taino Religious Zemis

Civic Engagement: Biographical Lesson on Christopher Columbus

Global Inquiry: Navigation Equipment

Assessments: Objective and Essay

Bibliography

Appendix A: National and State Standards

Expenses

European Explorers

By: Sheila Wilson

Historical Narrative

College of William and Mary

EDUC 410

Professor Gail McEachron

Introduction

The Age of Exploration, or the Age of Discovery, began in the late 15th century and

continued through the early 17th century. It was a period of intense world exploration; especially

of the Atlantic Ocean and what are today the continents of South and North America, and the

islands of the Caribbean. The discoveries made during these explorations became historical

landmarks and launched the Era of Colonialism. The numerous explorers sponsored by European

monarchies explored, conquered and established settlements on these newly discovered lands,

searching for gold, riches, spices, and trade routes. Explorers such as Christopher Columbus,

Jacques Cartier, Ponce de Leon, and Christopher Newport brought European influences to the

New World such as gender and class roles, dress codes, government, religion, education and

food preferences. The vastly different European societal and cultural structures brought drastic

changes to the native peoples of the New World. Europeans’ discoveries and establishment of

colonies started the legacy of the country that became the United States.

Learning about the exploration of the Americas sponsored by European monarchs is

significant in third grade curriculum because without Europe’s exploration and establishment of

colonies, the United States would not be the country it is today, with a basis in European forms

of government, language, and social structures. The following lessons apply to a myriad of the

state and national standards of learning. The Americas were not discovered by Christopher

Columbus, but he was at the forefront of the influx of European influence along with Ponce de

Leon, Jacques Cartier and Christopher Newport, on a people much less socially, governmentally

and economically advanced, but no less present on the North and South American continents.

Without the influence of European culture, society and technology, North and South America

would have been very different continents (SOL 3.3). It is important to know and understand

how the United States is the nation it is today. As United States citizens, it is essential to know

the history of the United States, and how it has influenced the development of modern culture,

societal attitudes, and beliefs. Understanding the collage of cultures and backgrounds represented

within the country creates understanding of differences between gender, race, class and culture

(SOL 3.12). This topic is significant within the educational curriculum because it teaches

students about the history of the United States and how, by the implementation of a republican

form of government we have changed and evaluated the decisions made under the law involving

people and their rights to life, liberty and the pursuit of happiness (SOL 3.11). For further

alliance of the study of European exploration to the Virginia Standards of Learning, please

reference Appendix A.

Key Events and Ideas

The Age of Exploration was an era of great significance in both European and American

History. Europeans, particularly the English, Dutch, Spanish, and Portuguese, had been trading

by sea for centuries. Their limited knowledge of oceanic trade routes restricted ship travel to

within the Mediterranean Sea and along the coast of Africa, which frequently forced merchants

to bring trade goods partway by sea and partway by land. Traversing vast tracts of land to India

and Asia was costly and an inefficient use of time. Following the fall of Constantinople in 1453

to the Ottoman Turks, Europeans were forced to find an alternate trade route by sea rather than

across the land newly occupied by the Ottoman Empire.

Christopher Columbus challenged himself to find a route to India by traveling west rather

than all the way around the tip of Africa. He was certain that the distance from Spain directly

west to the Indies (a Term coined to include China, Japan, Indonesia and India) would be much

shorter than the extensive trip along the coast of Africa (Hills, 1991); the idea that the earth was

round was commonly understood, and the theory that the earth was flat passed many years before

(Hills, 1991). Italian by birth, Christopher Columbus struggled to find support for his voyage

from his mother country. He also proposed his plan to Portugal, England, France, and Spain, and

was ready to return home when Queen Isabella and King Francis Ferdinand II announced their

plan to sponsor his voyage across the “Ocean Sea” (Hills, 1991). The growing national

imperialism and economic competition between nation states lead Queen Isabella and King

Ferdinand II to sponsor the voyage, in an attempt to discover new trade routes, and to potentially

establish colonies. Christopher Columbus was named “admiral of all seas,” guaranteed the post

of governor of any land claimed during his voyage, and was to be given 10% of the profits of his

voyage upon his return (Hills, 1991). Such a generous offer was made with the assumption that

he would never return to Spain. Christopher Columbus set out on August 3, 1492 from Palos,

Spain, accompanied by three ships, The Nina, Pinta, and the Santa Maria, determined to find an

alternate route to the India for gold, spices and slaves.

Land was first sighted on October 12, 1492. “Columbus rowed ashore with his two

captains, each carrying the green cross banner of the expedition, and a landing party. They knelt

on the sand and kissed it…unfurled the royal flag and took possession of the island for Spain”

(Hills, 1991, p. 11). The island was San Salvador in what is today The Bahamas. Believing he

had reached India, Columbus named the local people (the Arawak tribe) Indians (Hawke and

Davis, 1992). His first encounter was known to be peaceful, and gifts were exchanged, but

Columbus was determined to Christianize the foreign natives and bring them under the rule of

Spain (Hawke, 1992). He became known for his brutality toward the native populace, and

resentment grew among the natives, leading to violence toward European colonial settlements

being established. The second voyage included of 17 ships and 1200 people, and plants and

livestock common in Spain (Hawke, 1992), and had the objective of colonizing the newly

claimed territory for Spain. Throughout his four voyages to the New World, Columbus explored

the multitude of Caribbean islands and the South American coastline, including the Northeastern

coast of Cuba, Hispaniola, the Orinoco River, the Canary Islands, Nicaragua, Honduras and

Costa Rice. He was appointed the governor of the Spanish colony on Hispaniola or “little Spain”;

claiming land for Spain, but never discovering vast amounts of gold or treasure and never

establishing a long standing settlement (Hawke, 1992) Growing discontent among colonists,

primarily due to the lack of riches being found in the newly discovered land, led to the return of

Columbus to Spain in chains, and to the revocation of his post as governor. Christopher

Columbus’ name is still revered today; not for discovering the Americas, but for bringing a new

world to the attention of the rest of Europe. He set the standard and foreshadowed the expansion

of Europe overseas in the form of colonies.

Another influential Spaniard was Juan Ponce de Leon. He accompanied Christopher

Columbus on his first expedition, but did not return to Spain; instead he established a settlement

on the island of Santa Domingo, and was soon after named the governor of the Spanish colony of

Boriquien (Enchanted Learning, 2009). Also known for his brutality towards the native

population, Ponce de Leon, responded with violence when native populations rebelled against

European rule, and showed little sympathy for the spread of diseases which were introduced

when Europeans arrived in the New World (Bartlett Elementary, 2000). He came to the New

World in search of the fountain of youth, a mythical fountain that could give a long and

prosperous life (Enchanted Learning, 2009). In 1513, Ponce de Leon was given the right to find

and claim the island of Bimini, and organized an expedition to search for the fountain of youth

and gold. The Island of Bimini was said to be the home of the fountain of youth and many riches.

Ponce de Leon ended up landing on, and exploring Pacua de Florida (eastern Florida) (Bartlett

Elementary, 2000). He established the city of Caparra in Puerto Rico in 1508, which remains one

of the oldest European settlements in the Americas to this day (Enchanted Learning, 2009).

Although he did not find the wealth he sought, Ponce de Leon’s vast discoveries, and mapping of

new territory earned him a knighthood, and a personal coat of arms. He was the only

conquistador to ever receive such an honorable title (Enchanted Learning, 2009).

A third prominent explorer was a Frenchman, Jacques Cartier, who explored what are

today Newfoundland, the Canadian Atlantic provinces and the gulf of the St. Lawrence

(American Public University, 2010). He was sponsored to explore territory in the New World by

King Francis I, and in 1534 when he sailed for the New World, Cartier’s exploration aimed to

find a route to the Pacific Ocean through North America, in order to reach Asia through a

northwest passage (American Public University, 2010). Although that goal eluded him, Cartier

returned to France in the fall of 1534 with the belief that he had reached Asia. King Francis I

ordered him to return to Canada in 1540 to promote a colonization project, and in 1541 he set off

to establish a permanent colony on the St. Lawrence (American Public University, 2010). Cartier

was one of the first French explorers in North America. Unfortunately, his crew was not

prepared for the harsh winters of the north, and few survived. Cartier set off from the new colony

with the mission of discovering the “Kingdom of Sagunay,” and its plentiful riches (American

Public University, 2010). Jacques Cartier left behind a legacy of exploration, and his discovery

of the St. Lawrence River opened the greatest waterway and passage for European exploration

into North America (Bartlett Elementary, 2000). During his explorations, Cartier documented the

great variety of natural and human resources of North America, creating one of the most accurate

and extensive documents of the time (American Public University, 2010). Lastly, his

explorations in the New World, and his encounters with the Native Americans, led him to

acknowledge that the newly discovered and explored landmass was not Asia, and was a separate

body of land from the combined continents of Europe and Asia.

The last major explorer of the time was Christopher Newport, who sailed for the Virginia

Company, sponsored by James I, the King of England. In 1606, the Virginia Company set sail

for the New World from Bristol, England, with the goal of establishing the first English colony

(Andrews, 1954). The three ships Godspeed, Susan Constant, and the Discovery landed in

Chesapeake Bay in December 1606, and continued up the James River to find a suitable place to

establish a colony (Andrews, 1954). Before sailing for the Virginia Company, Christopher

Newport was a privateer, raiding Spanish ships for the benefit of England (Andrews, 1954). This

history gave him the knowledge to choose a defensible location for the new colony.

Unfortunately, his knowledge of defense positions did not enable him to choose an

environmentally sound location for his new colony, and the site exposed Europeans to new

diseases, which drastically affected their numbers and survival rate (Andrews, 1954).

These four explorers, among the many other European explorers of the 16th and 17th

centuries, had a profound effect on European knowledge of the world and seas. The exploration

broadened countries’ view of the world they lived in, and caused a mass exodus from European

countries to the supposed lands of wealth and opportunity, sponsored by various European

nations searching for new economic outlets. These colonies and settlements established by the

explorers during the Age of Discovery brought European traditions, culture, societal differences

and disease to a people vastly different from the technologically advanced and fast-paced culture

of Europeans.

Men, Women and Children

The roles of genders and classes in Europe, and the traditions and cultures of European

societies were vastly different from that of the Native Americans. Upon their arrival, the first

Europeans to discover the new world believed they had reached Asia.

European women of the 16th century were not simply docile wives. Women were very

involved in society, while still remaining an extension of the domestic housewife. While most

occupations, such as doctors, lawyers and teachers, were only available to men, lower and

middle class women were more likely to work than upper class women, but the occupations were

limited to extensions of domestic work (maids, midwives, milliners, dress makers, embroiderers

etc.) (Lambert, 2001). Women living on farms took part in the many daily chores involved in

running a farm (milking cows, keeping a garden, feeding livestock, keeping bees and

maintaining medicinal knowledge to keep both family and livestock healthy) (Lambert, 2001).

Upper class women were often in charge of their household, handling the books, servants,

children, and everything to do with “the family business,” especially when husbands were gone

and not available to handle these tasks themselves (Lambert, 2001). The European roles of

women prohibited them from being on the forefront of countries exploration. Women often

travelled as colonists and servants to the new world as colonies were established, the title of

explorer and conquistador was given to men.

Queen Isabella was an exception to the stereotypical role of a woman in the 16th century.

Unlike many women, whose marriages were arranged for them for convenience, and by class,

Isabella refused many of the offers made for her hand and chose, of her own will Ferdinand of

Aragon. She stood by her decision through other European countries’ renewed efforts for an

alliance, and threats of imprisonment by Alfonso V of Portugal (Knight, 2009). She became

Queen of her own land, Castile, and that of her husband’s kingdom of Aragon, making herself

well known throughout Europe (Knight, 2009). Between the two of them their agreement was to

hold equal power within the two separate kingdoms (Knight, 2009). Queen Isabella was actively

involved in her countries welfare, economically, socially and educationally. Her support of

Christopher Columbus and his expedition in search of a western route to Asia was just one of

many ways in which she promoted change and advancement within her reign of the Castilian

Court (Encyclopedia, 1910).

Men, on the other hand were still the primary bread winners, even though women were

becoming less traditional, and more vocal within society (Chaytor, 1980). While women did all

the “behind the scenes work,” such as the accounts and ensuring that the household ran

smoothly, men were the businessmen, travelling, meeting with clients, and involved in local

politics. Middle class and lower class males’ duties and occupations were much more likely to

overlap with those of women (Gonzalez, 1982). Duties on a farm were much less likely to be

classed by gender, because in order to survive the work simple had to be done, irrespective of

gender. Restrictions by gender, solely because it was a social faux pas, were not enough reason

to put the well being and survival of a family at risk. Middle class families’ roles were more

varied, as the middle class was a newer class, which started to develop with the industrial

revolution and the ability for social, upward mobility between class lines became possible

(Winks and Kaiser, 2004).

Children’s education during the 16th century was another major difference between

genders and classes. Literacy in European countries was increasing. Girls, unlike boys were not

educated in a school system. Upper class girls were educated by tutors in Latin, Greek, French

and Spanish, dance, music and embroidery, schooled less on academics and more on social skills

(Lambert, 2001). Middle class and lower class girls were often educated at home by their

mothers. They were taught the skills needed to run a family business or keep the family

accounts; arithmetic, reading, writing, and skills such as sewing that would be necessary in

everyday life (Lambert, 2001). If a husband died, often times the business was passed down to a

wife or sister, because they knew how to run the family business. Boys, especially those from

upper class families, were usually formally educated; being sent away to chantry schools

(religious affiliated schools), and if they were very bright, continued onto Universities such as

Oxford or Cambridge (Lambert, 2001). Middle class children were not formally educated in a

school setting, but enrolled in a seven year apprenticeship to a tradesman, in order to learn a

trade and later have an occupation. In order to earn a license in a trade, the Statute of Artificers

(a law passed in 1540), made it illegal to employ any man or woman, unless they had completed

the seven year internship (Lambert, 2001). This law was easier for women to circumvent, as it

was often ignored, but men were held accountable for their time in their apprenticeship. Formal

education was not widely available, but the literacy rate throughout Europe was increasing and

informal education was much more common (Lambert).

These strict rules and traditions of men, women and children, and the differences in social

classes, caused interaction between Europeans and Native Americans to be strained, and often

misunderstood. The very conservative dress, religion and daily occupational tasks of European

culture, was extremely different from the native culture of equality. Women in Native American

cultures were often treated with equality and respected and valued for their knowledge and skills

(Wade, 1999). That is not to say that gender roles did not differ within Native American

societies, but rather that each of their roles within the community was held with equal esteem

(Popick, 2006). Unlike in Europe, Native American societies were not based on hierarchical

divisions between men and women. Many Native American societies had very close familial ties

with parents and grandparents as teachers for children, passing knowledge down through stories

and drawings (Hawke, 1992). This led to misunderstandings; when European explorers

negotiated with Native American leaders they often looked to male leaders and were unwilling to

accept that a female may have been the leader of a community of people.

The lack of understanding and unwillingness to accept a culture so different from their

own led Europeans to judge and force their societal customs on a culture that was less

technologically advanced and which had exceedingly different societal, cultural and gender

traditions. Native Americans’ lack of conservative or modern clothing caused Europeans to view

them with disgust and to pity their lack of propriety. Native American’s non-Christian religion

was foreign and became a threat to the Europeans’ carefully structured lives. The many

misunderstandings between the two very different people led to complicated negotiations. The

issue of land ownership was one area where Native Americans had particular trouble

understanding the European tradition of ownership of a specified piece of land. Native

Americans believed that land was a gift and to be used by all, not parceled up between people.

This difference in understanding was just another one of the many reasons that Native Americans

were thought to be inferior to the European race and traditions. In order to force Native

Americans into a stereotype, Europeans attempted to Christianize and educate Native Americans

in European ways. Due to new environments, vastly advanced technology and the spread of

disease brought over from Europe, the Native American population dwindled quickly. Native

Americans were not passive in allowing their communities and cultures to be forcefully changed

by these European foreigners, but their lack of knowledge on how to combat against the

Europeans both with weapons, negotiation, medication and natural immunity against disease

brought about their downfall.

Legacy and Closing

The legacy of the Age of Exploration/Discovery still remains today. It was an age of

massive technological advancements within the shipping industry, and world discovery. The

expansion of national imperialism throughout European nation-states led to a rise in oceanic

exploration in order to discover and establish new economic opportunities in the form of

colonies. These colonies, ideally, were dependent on the mother-country for resources and

provided raw materials for economic gain. The encounters between European explorers and

Native Americans caused new cultures to form, and others, especially Native American cultures

collapsed under the efforts of European explorers to Christianize Native Americans and force

them to conform to European culture and tradition. That culture spread across the continent as

more Europeans arrived, and colonies were established. Native Americans and Europeans

influenced each other; the food they ate, the roles genders took within society, the way they

lived, to create, over time the society that is present today. That does not mean that all issues

have been resolved, and that America lives in perfect harmony with the many different cultures,

races, and ethnicities present. Issues which were a problem then, continue to be problems now.

Native Americans continue to fight for tribal lands which were taken from them with the

expansion of the United States. There are continuing, and ongoing debates on the rights of

people in the United States; the importance of equality between genders, classes and race. The

United States will continue to struggle with issues of equality of its diverse population, which all

started with the exploration and colonization of the North and South American continents, by

European Explorers in the Age of Discovery.

Bibliography

American Public University. (2010). Jacques cartier. Retrieved from

http://www.u-s-history.com/pages/h1143.html

Andrews, K. (1954). Christopher newport of limehouse, mariner. The William and Mary

Quarterly, 11(1), 28-41.

Bartlett Elementary School, . (2000). Cartier. Retrieved from

http://library.thinkquest.org/J002678F/jacques_cartier.htm

Bartlett Elementary School. (2000). Ponce de leon. Retrieved from

http://library.thinkquest.org/J002678F/ponce_de_leon.htm

Butzer , K. (1992). From Columbus to acosta: science, geography, and the new world from

columbus to acosta: science, geography, and the new world . Annals of the Association of

American Geographers, 82(3), 543-565.

Chaytor, M. (1980). Household and kinship: ryton in the late 16th and early 17th centuries .

History Workshop, (10), Retrieved from

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=century&term=Europe&term=men&list=hide&searchUri=%2Faction%2FdoBasicSearc

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explorer. Retrieved from http://fcit.usf.edu/Florida/lessons/de_leon/de_leon1.htm

Enchanted Learning. (2009). Juan ponce de leon: explorer. Retrieved from

http://www.enchantedlearning.com/explorers/page/d/deleon.shtml

Gonzalez, E. (1982). An Ethnohistorical analysis of micmac male and female economic roles .

Ethnohistory, 29(2), 117-129.

Hawke, S, & Davis, J. (1992). Seeds of change the story of cultural exchange after 1492.

National Museum of Natural History: Addison-Wesley Publishing Company.

Hills, K. (1991). The Voyages of columbus. New York, New York: Random House.

Knight, K. (2009). Isabella I. Retrieved from http://www.newadvent.org/cathen/08177a.html

Lambert, T. (2001, December 11). 16th century women. Retrieved from

http://www.localhistories.org/women.html

Lambert, T. (2001, December 11). A Brief history of education. Retrieved from

http://www.localhistories.org/education.html

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http://nchs.ucla.edu/standards/standardsk-4.html

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from http://www.civiced.org/index.php?page=k4toc

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332-342.

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New York, New York: Oxford University Press.

APPENDIX A

State Standards

History

Virginia Standard of Learning 3.3 The student will study the exploration of the Americas by

a) describing the accomplishments of Christopher Columbus, Juan Ponce de Léon,

Jacques Cartier, and Christopher Newport;

b) Identifying reasons for exploring, the information gained, and the results from the

travels.

Geography

Virginia Standard of Learning 3.5 The student will develop map skills by

a) positioning and labeling the seven continents and four oceans to create a world map;

b) using the equator and prime meridian to identify the four hemispheres;

c) locating the countries of Spain, England, and France;

d) locating the regions in the Americas explored by Christopher Columbus (San Salvador

in the Bahamas), Juan Ponce de Léon (near St. Augustine, Florida), Jacques Cartier (near

Quebec, Canada), and Christopher Newport (Jamestown, Virginia);

Virginia Standard of Learning 3.6 The student will interpret geographic information from maps,

tables, graphs, and charts.

Economics

Virginia Standard of Learning 3.9 The student will identify examples of making an economic

choice and will explain the idea of opportunity cost (what is given up when making a choice).

Civics

Virginia Standard of Learning 3.11 The student will explain the importance of the basic

principles that form the foundation of a republican form of government by

a) describing the individual rights to life, liberty, and the pursuit of happiness; and

equality under the law;

Virginia Standard of Learning 3.12 The student will recognize that Americans are a people of

diverse ethnic origins, customs, and traditions, who are united by the basic principles of a

republican form of government and respect for individual rights and freedoms.

National Standards

History

Topic Two

Standard 3B:

• Reconstruct in timelines the order of early explorations and settlements including

explorers, early settlements, and cities. ·

• Examine visual data in order to describe ways in which early settlers adapted to, utilized,

and changed the environment.

• Analyze some of the interactions that occurred between the Native Americans or

Hawaiians and the first European, African, and Asian-Pacific explorers and settlers in the

students' state or region.

Standard 3C:

• Develop a timeline on their state or region and identify the first inhabitants who lived

there, each successive group of arrivals, and significant changes that developed over the

history of their state or region

• Use a variety of visual data, fiction and nonfiction sources, and speakers to identify the

groups that have come into the state or region and to generate ideas about why they

came.

Topic Three

Standard 5A:

• Draw upon data in historical maps, historical narratives, diaries, and other fiction or

nonfiction accounts in order to chart various movements (westward, northward, and

eastward) in the United States.

• Gather data in order to describe the forced relocation of Native Americans and how their

lives, rights, and territories were affected by European colonization and the expansion of

the United States, including examples such as Spanish colonization in the Southwest,

Tecumseh's resistance to Indian removal, Cherokee Trail of Tears, Black Hawk's War,

and the movement of the Nez Perce.

Standard Six:

• Draw upon a variety of stories, legends, songs, ballads, games, and tall tales in order to

describe the environment, lifestyles, beliefs, and struggles of people in various regions of

the country.

Topic Four

Standard 7A:

• Compare and contrast various aspects of family life, structures, and roles in different

cultures and in many eras with students' own family lives.

• Describe significant historical achievements of various cultures of the world

Standard 7B:

• Trace on maps and explain the migrations of large groups, such as the movement of

Native American ancestors across the Bering Strait land bridge, the Bantu migrations in

Africa, the movement of Europeans and Africans to the Western Hemisphere, and the

exodus of Vietnamese boat people, Haitians, and Cubans in recent decades.

• Draw upon historical narratives to identify early explorers and world travelers, such as

Marco Polo, Zheng He, Eric the Red, and Christopher Columbus, and to describe the

knowledge gained from their journeys.

• Draw upon historical narratives in order to identify European explorers of the 15th and

16th centuries, and explain their reasons for exploring, the information gained from their

journeys, and what happened as a result of their travels.

• Gather data in order to explain the effects of the diffusion of food crops and animals

between the Western and Eastern hemispheres after the voyages of Columbus.

Geography

Standard 1:

How to Use Maps and Other Geographic Representations, Tools, and Technologies to Acquire,

Process, and Report Information From a Spatial Perspective

Standard 4:

The Physical and Human Characteristics of Places

Standard 6:

How Culture and Experience Influence People’s Perceptions of Places and Regions

Standard 10:

The Characteristics, Distribution, and Complexity of Earth’s Cultural Mosaics

Standard 11:

The Patterns and Networks of Economic Interdependence on Earth’s Surface

Standard 12:

The Processes, Patterns, and Functions of Human Settlement

Standard 13:

How the Forces of Cooperation and Conflict Among People Influence the Division and Control

of Earth’s Surface

Lesson # 1

Hemispheres and Secondary Directions

Context: Third grade; heterogeneous classroom, 21 students, whole classroom instruction; one

hour time; lesson prepared by Sheila Wilson.

Standard:

3.5 The student will develop map skills by

a) positioning and labeling the seven continents and four oceans to create a world map;

b) using the equator and prime meridian to identify the four hemispheres;

c) locating the countries of Spain, England, and France

3.6 The student will interpret geographic information from maps, tables, graphs, and charts.

Objectives and Purpose:

1. Given discussion on the equator and the prime meridian, students will describe and

label the equator, prime meridian and the four hemispheres with 100% accuracy.

2. Given world maps and directional clues, students will locate the seven continents and

Spain, England and France based.

Materials/Time/Space:

Materials: 22 paper copies of blank world map, for students to label continents, countries and the

prime meridian an equator

(http://cse.ssl.berkeley.edu/SEGwayEd/lessons/search_ice_snow/worldmapL.gif). Six

oranges and popsicle sticks, 7 permanent markers, and colored pencils.

Time: 1 Hour Space: Whole Classroom

Anticipatory Set: Explain to the students that they will be using their previous knowledge about

maps to learn about the four hemispheres and how to locate them. Explain to students about the

two invisible lines which have been established as a way to separate the globe into the four

different hemispheres (prime meridian and equator). Tell the students that with their new

knowledge of the prime meridian and the equator that they are going to locate the seven

continents and the three European countries which the European Explorers they will be learning

about were sponsored by.

Content Focus: Introduction: Review of latitude and longitude, explaining about the invisible

lines used by humans; that run from north to south and east to west, to pinpoint points on earth.

Modeling: Demonstrate on the document camera how to find the prime meridian and the equator,

using latitude and longitude degrees. Then, explain to the class that they will be learning where

the four hemispheres are and how to determine which continents are in which hemispheres, and

which hemisphere the European explorers departed from on their journeys.

Input: Each student receives a blank map and has to label the prime meridian and the equator on

the map (the first with a blue colored pencil and the latter with a red colored pencil). The two

defining lines will be defined to the students along with the four hemispheres. The students are

told that everything above the equator is in the northern hemisphere, and everything below the

equator is in the southern hemisphere. Students are told that the prime meridian is the defining

factor between the eastern and western hemispheres.

Checking for Understanding: After reviewing longitude and latitude, and defining the equator

and the prime meridian, and their role in splitting the world into hemispheres, the following

questions will be asked of the class to ensure their understanding before moving onto the next

part of the activity. “Which significant line of longitude splits the earth into eastern and western

hemispheres?” “Which important latitude or longitude runs from north to south?” “What is the

hemisphere south of the equator and east of the prime meridian would be in what hemisphere?”

Guided Practice/Group Activity: As a class, vocally go over which hemispheres the seven

continents are located in, and the three main European countries which they will be learning

about when learning about explorers. Then the students will add the four hemispheres, seven

continents, and the three main European countries to their maps. Then the class will be split into

groups of four. Each group will get an orange with a popsicle stick through the middle and a

permanent marker. They will be required to draw and label the equator, prime meridian and the

four hemispheres on the orange. The teacher will aid groups as needed.

Independent Practice: Each student must fill out a worksheet which asks basic question about

the prime meridian, equator, and hemispheres. While each student is filling out their worksheet,

the teacher will fill out a model map on the document camera, showing the longitude and latitude

lines along with the hemispheres and proper labeling.

Closing: Look at a world map and have students volunteer to locate the equator, prime meridian,

and the four hemispheres. Then have students volunteer to locate continents in each hemisphere,

and the three European countries that the explorers departed from.

Background Information:

Prime Meridian: The zero meridian (a line of longitude) located at 0 degrees, and used as a

reference point to locate the eastern and western hemisphere. It passes through Greenwich,

England.

Equator: The imaginary line that circles the earth’s surface, approximately equidistance from the

North and South Pole, which divides the earth into northern and southern hemispheres.

France, Spain, and Britain: Three European countries, known for their discoveries, and the

explorers they sponsored to explore unknown territories throughout the world during the Age of

Discovery.

Hemisphere: Half of the world globe, or half of a sphere. One of the halves into which earth is

divided (eastern, western, northern, and southern hemispheres)

Formative: Observing, questioning and discussing. Ask students “which lines define the four

different hemispheres?” “What is the difference between the Prime Meridian and the Equator?”

“What was confusing about today’s lesson?” “What was the main point of today’s lesson?”

Summative: Multiple choice questions attached, and group orange “globes.”

Multiple Choice Question: Which hemisphere is north of the equator, and west of the prime

meridian?

A. Southeastern hemisphere

B. Northwestern hemisphere

C. The north pole

D. Southwestern Hemisphere

Bibliography

Dictionary.com. (2010). Retrieved from http://dictionary.reference.com/

The World. (1998). Retrieved from cse.ssl.berkeley.edu/.../ski.2b1BigMap.html

Lampert, Jennifer. (2010). 3rd grade teacher, Matthew Whaley Elementary School.

Lesson # 2- Taino Religious Zemis

Context: Lesson preparer: Sheila Wilson; level: 3rd grade; Topic: perception of self through a

zemi god; Time: 1 hour; Whole group; 20 students

Standards: History and Social Sciences Standards of Learning in Virginia

3.3 The student will study the exploration of the Americas by

a) describing the accomplishments of Christopher Columbus, Juan Ponce de Léon,

Jacques Cartier, and Christopher Newport;

b) identifying reasons for exploring, the information gained, and the results from the

travels.

Visual Arts Standards of Learning in Virginia

3.2 The student will use various art processes and techniques to produce works of art that

demonstrate craftsmanship.

3.10 The student will produce a work of art that communicates feelings.

3.25 The student will examine the relationship between form and function in the artifacts of a

culture.

3.27 The student will determine why art has value.

National Standards for Arts Education

Content Standard: 4: Understanding the visual arts in relation to history and cultures

Objectives:

1. Given class discussion, the student will identify and explain the importance of zemi

figurines to Taino Culture

2. Given material, and directions, students will create a personal zemi.

Materials:

Examples of a variety of zemis (see attached photos),

http://www.latinamericanstudies.org/taino/exhibit-zemis.htm, paper, pencils, model zemi and

food materials such as dry pasta, rice, and beans to decorate zemis.

Lesson Description:

Introduction:

Review that while studying European explorers, the class has also learned about the native

populations which the explorers encountered during their travels. Explain that they will learn

about zemis; why they were created, what they were made of, and their importance within Taino

culture.

Content Focus:

Share the pictures of zemis with the class. Highlight that no two zemis look the same, because

the physical representation of their god and protectorate was different for each individual. Point

out characteristics of the zemis (part human, part animal, both man and woman, amulet or

statue). Explain to students that the lesson for the day is each student must create a personal

zemis, and discuss the different characteristics included in many zemis. Elaborate with questions.

Key Questions: Objective: What are zemis typically made out of? What are the two main forms

zemis come in (statue vs. amulet), and what details are noticeable about a zemi? Reflective:

How do you think individual Tainos chose to make their personal Tainos? How can you describe

how different tainos look in physical form? Why did the artist choose to use specific materials?

Why did the artist choose the specific combination of animals and human? Interpretive: What

aspects of an individual’s role in society and their personal interests are shown in the zemis?

Why is it important that individual zemis are personalized by individual people or families? Is

there something today that a zemi could be compared to? What would you include in a personal

zemi? Decisional: How do these pieces of art have historical significance to us today? How do

you relate to some of the examples?

Art Demonstration:

Share personal zemi. Share why specific aspects are what they are including; different animals

used, exaggeration of size, and materials utilized. Compare some of the symbols used then, to

possible symbols that students would use today. Each student will receive a piece of paper, and

each table will receive a plate of decorating materials (macaroni, rice, beans etc.) Students will

draw their zemis first, and then add decorative materials after using glue. Stundents must write a

brief description for why certain aspects and materials were chosen. Give students about 20

minutes to work on their zemis, walking around to ensure that students are staying on task and

answering any questions that may occur.

Closing: After cleaning up the art materials, students will share their zemis. Sharing should

include reasons for choosing certain aspects of their zemi and the materials used (why did they

choose one animal over another?). What type of protection does their zemi provide? What can

someone who does not know you learn about you from your zemi? What is the importance of

these historical pieces of art?

Assessment:

Formative: Listen to student’s comments and answers to questions during discussion, before they

create their own zemis. All students should answer at least one question.

Summative: student’s zemis and their description of what they represent and how they give

protection.

Background Information:

The Taino tribe was one of the groups of native people that Christopher Columbus came

in contact with. He was one of the few Europeans who witnessed the use and importance of a

zemi in the culture of the Taino people (Figueroa, 1996).

A zemi is an overarching term for a physical representation of a god. It is not the physical

object that holds importance necessarily, but the spirit contained within the object (Rivera,

2010). Zemis are very personal interpretations of a god, based on an individual’s, or a family’s

personal requests for protection, and their interpretation of what will protect them. These zemis

were used not only for ceremonial purposes, but also for daily protection, in the form of an

amulet or tattoo. Zemis were made out of a variety of materials including wood, bone and stone,

allowing every person to create an individual zemi (Rivera, 2010).

Multiple Choice Question

Zemis include all of the following in their designs except?

A. Human representations

B. Animal representations

C. Wood

D. Jewels

Bibliography

Figueroa, I. (1996). Tainos. Retrieved from http://www.elboricua.com/history.html

Rivera, M. (2010). Tainos indians culture. Retrieved from

http://www.topuertorico.org/reference/taino.shtml

Lesson # 3—Biographical Lesson on Christopher Columbus

Standards:

History and Social Sciences Standards of Learning

3.3 The student will study the exploration of the Americas by

a) describing the accomplishments of Christopher Columbus, Juan Ponce de Léon,

Jacques Cartier, and Christopher Newport;

b) identifying reasons for exploring, the information gained, and the results from the

travels

3.5 The student will develop map skills by

c) locating the countries of Spain, England, and France;

d) locating the regions in the Americas explored by Christopher Columbus (San Salvador

in the Bahamas), Juan Ponce de Léon (near St. Augustine, Florida), Jacques Cartier

(near Quebec, Canada), and Christopher Newport (Jamestown, Virginia)

National Social Studies Standards

NSS k-12.2 Places and Regions

• Understand how culture and experience influence people's perceptions of places and

regions.

NSS k-12.4 Human Systems

• Understand how the forces of cooperation and conflict among people influence the

division and control of earth’s surface

Objectives

1. Given the literature read at the beginning of class on and discussion on Christopher

Columbus, students will be able to describe key events in Columbus’ life and their

significance.

2. Given the reading of literature on Christopher Columbus by students, they will be able

to create a graphic organizer with Columbus’ contributions to society.

Materials/Space/Time

Books on Columbus (see bibliography), paper, colored pencils, Document Camera; Whole class

(20 Students), floor space at the beginning of the lesson and desk space for the

creation and research for graphic organizers; 1 hour

Lesson Description

Introduction: Ask students to tell you what they think they would find if they set out today to

discover a new land (What type of people, riches, plants, and climate). Ask the students how they

would get to their destination and how long it would take. Tell them that they will be learning

about Christopher Columbus and his exploration for new land. The teacher will read excerpts

from Columbus’ letters and diary to the class to preface the many differences between then and

now.

Content Focus: Following the reading of the letters, tell the students about Columbus’ search

throughout Europe to find a monarch to support his exploration. Tell students about finding

support in Spain and sailing to find a westward route to Asia. Inform students that instead of

discovering a route to Asia, Columbus discovered the land mass of North and South America and

the native people that lived there. Give students the facts about Columbus and tell them they will

be doing some research about him and his exploration. Split them into groups of five. Each group

will be in charge of researching and informing the other groups about their topic. There will be a

group in charge of travel. They will research ships and life at sea using the text The Voyage of

Columbus, by Ken Hills. The next group will be researching the people that were encountered on

Columbus’ exploration using the books The Voyage of Columbus, by Ken Hills, and Seeds of

Change, by Sharryl Davis Hawke. The Third Group will learn about why Columbus wanted to

lead this exploration using Ken Hills book and Explorers & Mapmakers, by Peter Ryan. The last

group will be creating a timeline of significant events that took place during Columbus’ first

journey and include when the second, third and fourth voyages took place. They will research

this using the books by Ken Hills and Peter Ryan, previously mentioned. Students in each group

will get copies of the relevant pages of the books for their group. Information must either be

presented in a graphic organizer or a timeline format. What type of transportation was used on

Christopher Columbus’ journey? What kinds of hardships were met while travelling and how

were they overcome? What people did Columbus meet when he sighted land? What were some

of the traditions of the Arawak Indians? What did they contribute to the Europeans way of life?

Why did Christopher Columbus want to explore for a different route west? What did he hope to

find? What were some of the major events that took place during Columbus’ exploration?

Closing:

Each group will do a brief sharing of the information they gathered and the significance it had to

Columbus’ overall journey. The graphic organizers and the timeline will be hung up on the

classroom wall, and added to as the unit on exploration progresses. Discuss the findings of

Christopher Columbus, and how his exploration affected the country we are today? What would

have happened if Columbus decided to give up on his exploration? What would have happened if

he thought the Native Americans owned the land and turned around to return to Europe?

Evaluation:

Formative: During group work, will be moving between groups to note individual participation

in group’s topic research how it is displayed and explained

Summative: Each group will turn their graphic including their research in at the end of the hour.

It will be graded on its thoroughness, neatness and correctness.

Multiple-choice Question: What was the main reason Columbus desired to find a western Route

to the Indies?

A. To reach the spice markets of the Indies

B. To colonize a new land

C. To win a race around the world

D. To increase knowledge of seafaring and oceans

Background Information: In 1485 Columbus began to search for support from European

monarch for his plan to explore west and discover a route to the Indies and the spices. He found

very little support until Queen Isabella of Spain. She sponsored his exploration, which left Spain

on August 3, 1492. He sailed with three Ships (Nina, Pinta, and the Santa Maria) and navigated

(using modern technology of the time, such as maps, compass, cross-staff and quadrants, to

measure the position of the sun and determine latitude and longitude) the Atlantic Ocean for two

months. Land was first sighted in October of the same year, and Columbus named the Island San

Salvador (in modern day; The Bahamas). Upon landing, the Europeans met the Arawak Native

Americans. Columbus explored the many islands around the one he sighted first. He also

explored the coastline of what is today South America. As well as searching for a western route

to the Indies and the prospering spice trade, Columbus was also in search of riches and gold. He

was certain the Native Americans hid the riches from the foreign Europeans and tortured them

for information on the believed riches of the new land. Columbus returned to Spain in March of

1493, taking 25 captured Native Americans with him to prove his success in finding a new land.

As well as searching for a western route to the Indies and the prospering spice trade,

Columbus was also in search of riches and gold. He was certain the Native Americans hid the

riches from the foreign Europeans and tortured them for information on the believed riches of the

new land. Columbus returned to Spain in March of 1493, taking 25 captured Native Americans

with him to prove his success in finding a new land. Columbus completed three more voyages to

what became known as the New World. He attempted colonization multiple times, but with

limited success due to disease, and the rebellion of the Native Americans against European rule.

During all four explorations, Columbus continued to explore surrounding territory in the

Bahamas and along the coastline.

Bibliography

Hawke, S. (1992). The Seeds of change. New York: Addison-Wesley Publishing Company.

Hills, K. (1991). The Voyages of christopher columbus. New York: Random House.

Ryan, P. (1989). Explorers and mapmakers. New York: Lodestone Publishers.

Lesson # 4- Inquiry: Navigation Equipment

Taught by Sheila Wilson

Standards:

History and Social Sciences Standards of Learning:

3.3 The student will study the exploration of the Americas by

a) describing the accomplishments of Christopher Columbus, Juan Ponce de Léon,

Jacques Cartier, and Christopher Newport;

3.6 The student will interpret geographic information from maps, tables, graphs, and charts.

National Social Studies Standards

NSS k-12.1 The World in Spatial Terms

• Understand how to use maps and other geographic representations, tools, and

technologies to acquire, process, and report information from a spatial perspective

NSS k-12.6 The Issues of Geography

• Understand how to apply geography to interpret the past.

Objectives:

1. Given the participation of students in the three stations involving ocean navigation,

students will be able to share and describe the variety of navigation tools used during

the exploration period.

2. Given the information given to students about astrolabes, each student will make their

own astrolabe.

Materials/Time/Space: computer access for 5 students, astrolabe cut-out (

http://cse.ssl.berkeley.edu/AtHomeAstronomy/activity_07.html), scissors, glue, cardboard,

straws, scotch tape, string, washers, pencils, chart to label and describe navigation tools, books

The Voyages of Christopher Columbus by Hills and Explorers and mapmakers by Ryan.; Whole

class (20 students), 1 hour, floor space for book researchers, desk space for astrolabe

construction

Lesson Description:

Introduction: Show a trailer to the students from Pirates of the Caribbean

http://www.youtube.com/watch?v=jaykGbSxMqU&feature=related to get them interested in the

lesson. Following the movie ask some questions preempting the lesson; What do you think you

will be learing about today? What do you want to learn about ships and ship travel? How did

exploreres and pirates navigate the seas? What technology did exploreres not have at the time

period that could cause mistakes or make them end up in a place they were not expecting?

Content Focus: Following the video clip studetns will be broken into three groups. Explain to

them that the tools used during the time of the explorers were very different from the tools used

today to travel, and that they are going to be learning about the navigation equipment that may

have been used during Christpher Columbus’ exploration. One group will be at the computers on

the Mariners Museum website, one group will be using books on mapmaking and exploration to

research and the last group will be creating their own astrolab eand learning how to use it. Each

student will record things they know about oceanic navigation, what they want to learn and at the

end of the lesson, the will write down what they did learn.

Computer Group: Have the Mariners Museum website pulled up to the site on navigation

equipment http://ww2.mariner.org/exploration/index.php?page=tools. The students will have a

blank chart with the following headings, Tool, use, reliability (does the tool give correct results

all the time, or are there times when the equipment does not function correctly?), and a box to

draw a picture of it. The navigation tools they are going to research as a group, include any four

of the following, lead line, time keeping, cross-staff, astrolabe, compass, quadrant and backstaff.

They will fill in each category with the information they receive from the pages.

Book Researchers: There are two books which will be available for this group to use for

research. They will be learning and recording information on the history of mapmaking. When

were maps created? What materials were first used in creating maps, and how have they

changed? How have maps changed overtime? What do you use maps for today? Are they used

the same way today as they were used during the age of exploration?

Astrolabe Group: They will be at their desks. All of the materials will be available along with

directions taped to the desk (http://cse.ssl.berkeley.edu/AtHomeAstronomy/activity_07.html).

Each student will construct their own individual astrolabe. They will then read the information

sheet attached in order to understand how it was used

Closing: I will call the students back to their desks. A large chart hanging at the front of the

classroom will have all of the insturments listed. Ask students to share facts they learned about

the navigation instruments (history, materials made out of, what their use is, reliable etc.) What

would have happened had Christopher Columbus had access to the navigation tools that are

available to people today? Would he have found something different?

Evaluation:

Formative: watching during activities to see all students participating and asking questions.

Summative: Each group will turn in their research charts and projects. They will be graded on

thoroughness, correctness and neatness.

Essay: Explain the use of one of the following tools used during the Age of Exploration in three

sentences; astrolabe, quadrant or cross-staff. Your paragraph should include what the navigation

tool was used for, when it was used, and if it gave correct information to the user.

Background Information: The Age of Exploration was a time of huge scientific discovery as

well. Ocean travel was becoming more common and tools used to navigate the seas were being

created and tested. Many different navigation tools overlapped during their period of use. The

compass was first created in 1274 by the Venetians. There were many devices which pointed

north, but this was the first with a magnetized needle on a compass card. It was considered a

great trade secret, and not shared for many years. It was very reliable, but to ensure a correct

reading of the actual compass device it needs a flat and preferably stationary surface. A quadrant

was used to predict an eclipse or to predict someone’s future with help from the stars. It

measured the angle of the stars and the sun. It became a common tool used in the Afe of

Exploration starting in the early 1400’s. Time keeping on a ship was one of the most unreliable

navigation tools. The temperature on the ship, the motion of the ship and the air humidity all

affected the chronometer; the tool used to tell time. Many sailors told time very generally by the

position of the sun, and another method was to use an hourglass which would be watched by an

individual of the ship who would inform the rest of the sailors of the time by ringing a bell. The

lead line is used for measuring the depth of the water, and getting samples of the ocean floor.

The first depth measuring devices were created and used by the Egyptians earlier than 3400

BCE. The Cross-staff was first used by sailors in the early 1500’s. The Cross-staff was used to

know the position of certain stars. The altitude of the measured star was then converted into the

latitude where the person taking the measurements I standing. The astrolabe is the oldest of the

all of the navigation devices. It is tool capable of measuring angles. The first documented use of

the Astrolabe is in1481. Unfortunately, if at all tilted the angle can easily be misread, producing

wrong information. It works best when set up on land away from waves and wind. The back-staff

was created I n1594 to solve the problem of blindness created by the corss-staff. The corss-staff

required the individual to look directly into the sun for an accurate angle measure. The back-staff

used the sun’s shadow to obtain a correct altitude reading. These few navigational tools were

extremely important in the advancement of oceanic exploration.

Bibliography

American Association for the Advancement of Science & the Smithsonian Institution. (1985).

Making a simple astrolabe. Retrieved from

http://cse.ssl.berkeley.edu/AtHomeAstronomy/activity_07.html

Hills, K. (1991). The Voyages of christopher columbus. New York: Random House.

Mariners Museum . (2008). Exploration through the ages. Retrieved from

http://ww2.mariner.org/exploration/index.php?page=tools

Ryan, P. (1989). Explorers and mapmakers. New York: Lodestone Publishers.

Objective Assessment

Directions: Read the three multiple choice questions carefully, underlining the key parts of the

sentence, and circling the correct answer.

1. Which hemisphere is north of the equator, and west of the prime meridian?

A. Southeastern hemisphere

B. Northwestern hemisphere

C. The north pole

D. Southwestern Hemisphere

2. Zemis include all of the following in their designs except?

A. Human representations

B. Animal representations

C. Wood

D. Jewels

3. What was the main reason Columbus desired to find a western Route to the Indies?

A. To reach the spice markets of the Indies

B. To colonize a new land

C. To win a race around the world

D. To increase knowledge of seafaring and oceans

Essay Assessment

Directions: Read the essay question, pick one navigational tool to write about, and complete the

question in three sentences, with neat handwriting.

Essay Question: Explain the use of one of the following tools used during the Age of

Exploration in three sentences; astrolabe, quadrant or cross-staff. Your paragraph should include

what the navigation tool was used for, when it was used, and if it gave correct information to the

user.

Bibliography

American Association for the Advancement of Science & the Smithsonian Institution. (1985).

Making a simple astrolabe. Retrieved from

http://cse.ssl.berkeley.edu/AtHomeAstronomy/activity_07.html

American Public University. (2010). Jacques Cartier. Retrieved from http://www.u-s-

history.com/pages/h1143.html

Andrews, K. (1954). Christopher Newport of Limehouse, Mariner. The William and Mary

Quarterly, 11(1), 28-41.

Bartlett Elementary School. (2000). Cartier. Retrieved from

http://library.thinkquest.org/J002678F/jacques_cartier.htm

Bartlett Elementary School. (2000). Ponce de Leon. Retrieved from

http://library.thinkquest.org/J002678F/ponce_de_leon.htm

Butzer, K. (1992). From Columbus to Acosta: Science, Geography, and the New World. Annals

of the Association of American Geographers, 82(3), 543-565.

Chaytor, M. (1980). Household and Kinship: Ryton in the Late 16th and Early 17th centuries.

History Workshop, (10), Retrieved from

http://www.jstor.org/stable/4288311?seq=1&Search=yes&term=16th&term=roles&term

=century&term=Europe&term=men&list=hide&searchUri=%2Faction%2FdoBasicSearc

h%3FQuery%3Droles%2Bof%2Bmen%2Bin%2Bthe%2B16th%2Bcentury%2BEurope%

26gw%3Djtx%26prq%3Droles%2Bof%2Bmen%2Bin%2Bthe%2B16th%2Bcentury%26

hp%3D25%26wc%3Don&item=20&ttl=1852&returnArticleService=showArticle&result

sServiceName=doBasicResultsFromArticle

College of Education, University of South Florida, . (2002). Ponce de Leon: Florida'a First

Spanish Explorer. Retrieved from

http://fcit.usf.edu/Florida/lessons/de_leon/de_leon1.htm

Dictionary.com. (2010). Retrieved from http://dictionary.reference.com/

Enchanted Learning. (2009). Juan Ponce de Leon: Explorer. Retrieved from

http://www.enchantedlearning.com/explorers/page/d/deleon.shtml

Figueroa, I. (1996). Tainos. Retrieved from http://www.elboricua.com/history.html

Gonzalez, E. (1982). An Ethnohistorical Analysis of micmac Male and Female Economic Roles.

Ethnohistory, 29(2), 117-129.

Hawke, S, & Davis, J. (1992). Seeds of Change the Story of Cultural Exchange After 1492.

National Museum of Natural History: Addison-Wesley Publishing Company.

Hills, K. (1991). The Voyages of Columbus. New York, New York: Random House.

Knight, K. (2009). Isabella I. Retrieved from http://www.newadvent.org/cathen/08177a.htm

Lambert, T. (2001, December 11). 16th Century Women. Retrieved from

http://www.localhistories.org/women.html

Lambert, T. (2001, December 11). A Brief History of Education. Retrieved from

http://www.localhistories.org/education.html

Lampert, Jennifer. (2010). 3rd grade teacher, Matthew Whaley Elementary School.

Mariners Museum . (2008). Exploration through the ages. Retrieved from

http://ww2.mariner.org/exploration/index.php?page=tools

National Center for History in Schools, (2005). K-4 content standards. Retrieved from

http://nchs.ucla.edu/standards/standardsk-4.html

National Geographic Society, (2008). Geography standards. Retrieved from

http://www.nationalgeographic.com/xpeditions/standards/matrix.html

Popick, J. (2006). Native American Women, Past, Present and Future. Lethbridge Undergraduate

Research Journal, 1(1),

Queen Isabella of Castile and Leon (1451-1504). (1910). Encyclopedia Britannica. Retrieved

(2010, March 16) from http://www.luminarium.org/encyclopedia/queenisabella.htm

Rivera, M. (2010). Tainos Indians Culture. Retrieved from

http://www.topuertorico.org/reference/taino.shtml

Ryan, P. (1989). Explorers and Mapmakers. New York: Lodestar Books.

The World. (1998). Retrieved from cse.ssl.berkeley.edu/.../ski.2b1BigMap.html

U.S. Department of Education, (2007). National standards for civics and government. Retrieved

from http://www.civiced.org/index.php?page=k4toc

Virginia Department of Education, (2008). History and social science. Retrieved from

http://www.doe.virginia.gov/testing/sol/standards_docs/history_socialscience/index.shtml

Wade, M. (1999). Go-between: The Roles of Native American Women and Alvar Núñez Cabeza

de Vaca in Southern Texas in the 16th Century. The Journal of American Folklore,

112(445), 332-342.

Warlick , D. (2000, October 29). Son of Citation Machine. Retrieved from

http://citationmachine.net/index2.php?start=&reqstyleid=2#

Winks, R, & Kaiser, T. (2004). Europe 1648-1815 from the Old Regime to the Age of

Revolution. New York, New York: Oxford University Press.

APPENDIX A

State Standards

History

Virginia Standard of Learning 3.3 The student will study the exploration of the Americas by

a) describing the accomplishments of Christopher Columbus, Juan Ponce de Léon,

Jacques Cartier, and Christopher Newport;

b) Identifying reasons for exploring, the information gained, and the results from the

travels.

Geography

Virginia Standard of Learning 3.5 The student will develop map skills by

a) positioning and labeling the seven continents and four oceans to create a world map;

b) using the equator and prime meridian to identify the four hemispheres;

c) locating the countries of Spain, England, and France;

d) locating the regions in the Americas explored by Christopher Columbus (San Salvador

in the Bahamas), Juan Ponce de Léon (near St. Augustine, Florida), Jacques Cartier (near

Quebec, Canada), and Christopher Newport (Jamestown, Virginia);

Virginia Standard of Learning 3.6 The student will interpret geographic information from maps,

tables, graphs, and charts.

Economics

Virginia Standard of Learning 3.9 The student will identify examples of making an economic

choice and will explain the idea of opportunity cost (what is given up when making a choice).

Civics

Virginia Standard of Learning 3.11 The student will explain the importance of the basic

principles that form the foundation of a republican form of government by

a) describing the individual rights to life, liberty, and the pursuit of happiness; and

equality under the law;

Virginia Standard of Learning 3.12 The student will recognize that Americans are a people of

diverse ethnic origins, customs, and traditions, who are united by the basic principles of a

republican form of government and respect for individual rights and freedoms.

Visual Arts

Virginia Standard of Learning 3.2 The student will use various art processes and techniques to

produce works of art that demonstrate craftsmanship.

Virginia Standard of Learning 3.10 The student will produce a work of art that communicates

feelings.

Virginia Standard of Learning 3.25 The student will examine the relationship between form and

function in the artifacts of a culture.

Virginia Standard of Learning 3.27 The student will determine why art has value.

National Standards

History

Topic Two

Standard 3B:

• Reconstruct in timelines the order of early explorations and settlements including

explorers, early settlements, and cities.

• Examine visual data in order to describe ways in which early settlers adapted to, utilized,

and changed the environment.

• Analyze some of the interactions that occurred between the Native Americans or

Hawaiians and the first European, African, and Asian-Pacific explorers and settlers in the

students' state or region.

Standard 3C:

• Develop a timeline on their state or region and identify the first inhabitants who lived

there, each successive group of arrivals, and significant changes that developed over the

history of their state or region

• Use a variety of visual data, fiction and nonfiction sources, and speakers to identify the

groups that have come into the state or region and to generate ideas about why they came.

Topic Three

Standard 5A:

• Draw upon data in historical maps, historical narratives, diaries, and other fiction or

nonfiction accounts in order to chart various movements (westward, northward, and

eastward) in the United States.

• Gather data in order to describe the forced relocation of Native Americans and how their

lives, rights, and territories were affected by European colonization and the expansion of

the United States, including examples such as Spanish colonization in the Southwest,

Tecumseh's resistance to Indian removal, Cherokee Trail of Tears, Black Hawk's War,

and the movement of the Nez Perce.

Standard 6:

• Draw upon a variety of stories, legends, songs, ballads, games, and tall tales in order to

describe the environment, lifestyles, beliefs, and struggles of people in various regions of

the country.

Topic Four

Standard 7A:

• Compare and contrast various aspects of family life, structures, and roles in different

cultures and in many eras with students' own family lives.

• Describe significant historical achievements of various cultures of the world

Standard 7B:

• Trace on maps and explain the migrations of large groups, such as the movement of

Native American ancestors across the Bering Strait land bridge, the Bantu migrations in

Africa, the movement of Europeans and Africans to the Western Hemisphere, and the

exodus of Vietnamese boat people, Haitians, and Cubans in recent decades.

• Draw upon historical narratives to identify early explorers and world travelers, such as

Marco Polo, Zheng He, Eric the Red, and Christopher Columbus, and to describe the

knowledge gained from their journeys.

• Draw upon historical narratives in order to identify European explorers of the 15th and

16th centuries, and explain their reasons for exploring, the information gained from their

journeys, and what happened as a result of their travels.

• Gather data in order to explain the effects of the diffusion of food crops and animals

between the Western and Eastern hemispheres after the voyages of Columbus.

Geography

Standard 1:

• How to Use Maps and Other Geographic Representations, Tools, and Technologies to

Acquire, Process, and Report Information From a Spatial Perspective

Standard 4:

• The Physical and Human Characteristics of Places

Standard 6:

• How Culture and Experience Influence People’s Perceptions of Places and Regions

Standard 10:

• The Characteristics, Distribution, and Complexity of Earth’s Cultural Mosaics

Standard 11:

• The Patterns and Networks of Economic Interdependence on Earth’s Surface

Standard 12:

• The Processes, Patterns, and Functions of Human Settlement

Standard 13:

• How the Forces of Cooperation and Conflict Among People Influence the Division and

Control of Earth’s Surface

Standard 17:

• Understand how the forces of cooperation and conflict among people influence the

division and control of Earth's surface.

Arts Education

Standard 4:

• Understanding the visual arts in relation to history and cultures