table of contents: week 5: the age of encounters week 6

Unit Summary: This era is about exploration. Why do people explore? What was themotivation and the reinforcement for the action? The people of 1492-1607 areexamples of a spirit that is still burning today. The content will focus on explorationand how it continues today. It will also give students examples of consequences toactions which have meaning for today.

Table of Contents:Week 5: The Age of EncountersWeek 6: Consequences of Contact

The Age of Encounters | Week 5

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Summary of the Week: The students will discover what the world was like at thebeginning of the Age of Exploration. They will read about what motivatedgovernments to finance expeditions. They will be introduced to reasons peoplewanted to explore, including the search for a better route to Asian markets. Thereis also information about the maps and technology that made extended seavoyages possible.

Enduring Understandings:1. Geography and economics drive the actions of governments and people.2. People and events are interconnected over time and place.3. Movement and settlement are a result of geographic, government, religious,

cultural, and economic factors.4. The purpose of the United States government is to protect the rights of the

people.5. When authority becomes destructive to people’s liberty and freedom, it is

the right of the people to alter or abolish that authority.

Essential Questions:1. Why did people explore?2. Who benefits from explorations?3. What technology is necessary for successful explorations?

Vocabulary:patrons: rich empires that paid people to study, explore, or create art for the gloryof the empiretrade route: an area used by merchants for economic purposescelestial navigation: using the sun, moon, and stars to find a locationastrolabe: an instrument that determines latitudequadrant: a tool used to determine altitudecaravel: a ship with broad bows and beamscartography: map makingindies: what Europe called Asia in the 1400s


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caravans: groups of traders that traveled togetherimports: goods that come into a country for saleexports: goods made in a country and sent to another country for sale

Think Deeply:● Why do people explore?● Research a modern-day explorer. Why did they explore? What did they

discover? How did their exploration benefit others? The students can choosean explorer to research. Examples can include but are not limited to: NeilArmstrong, Guion Bluford, Jacques Cousteau, Jonas Salk, Bessie Coleman,Matthew Henson, or Sally Ride.

● Invite students to create a poster, a slideshow, or a video to share abouttheir chosen explorer.

Well-Being Questions:● Reflect on a time that you have experienced any type of scarcity.● What can people do when some resources are considered scarce?

Let’s Write: Write two paragraphs about exploring. Explain how you are anexplorer.

Other Content Integration: There are opportunities for STEM activities in thetechnology tools and the conveyances for transportation.

Background Knowledge: There have been many explorers in history. The peoplechosen for study displayed risks and shared information learned with others.Exploration encouraged more exploration. There were many negativeconsequences of the actions of the European expeditions. Consequences will beincluded in the upcoming week.

Weekly Assessment Questions:1. Which explorer was the first European to reach the Pacific Ocean?

a. Vasco Núñez de Balboab. Christopher Columbusc. John Cabotd. Jaques Cartier

2. What is a caravel? (a ship with broad bows and beams)3. Using the map, which explorer is #4? (Christopher Columbus)4. Using the map, which explorer is #1? (Jacques Cartier)5. Using the map, which explorer is #2? (John Cabot)6. What technology advancement made it easier to explore? (astrolabe)7. What is cartography?

a. the study of rocksb. the study of geography


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c. graph makingd. map making

8. Ferdinand and Isabella were patrons for which explorer?a. Pedro Cabralb. Christopher Columbusc. Vasco Núñez de Balboad. Jaques Cartier

9. What was a benefit of having a patron? (They would finance the explorersto explore.)

10. What does scarcity mean?a. Supply is high and demand is low.b. Supply and demand are high.c. Supply and demand are low.d. The demand is high, but the supply is low.

11. How did Columbus’s voyage help other explorers?a. Columbus paid others to explore.b. Columbus shared what he learned.c. Columbus kept all his information private.d. Columbus gave his information to Queen Isabella.


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Student Edition Week 5


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Background Knowledge for Article 1: This sets the stage for the economic andpolitical reasons for why exploration began in 1492.

Article 1: The World Before ExplorationLexile: 800-900LWord Count: 524

Lesson Plan:1. Read the article. Stop at the end of the sentence that has the word

“patrons” in it. Remind the students that they can look for clues to find outwhat the definition of patrons is. Have the students reread the sentences tosee if they can figure out the definition of the word patrons. Have thestudents underline clues that define the word. Have the students do thesame thing for the vocabulary term trade routes.

2. Explain that the empires around the world were thriving communities. Theytraded, invented things, and created things.

a. Look at a map of the world. Use the World Map graphic organizer inan interactive notebook. Students will label the different empires ontheir map.

i. The Aztec Empire was located in Central America.ii. The Inca Empire was located in South America.iii. The Iroquois Empire was located in America.iv. The Ottoman Empire was located between Asia and Europe.

b. Have students use the Thriving Empires graphic organizer in aninteractive notebook. They should fill out the graphic organizer, listinghow each empire was thriving. What did they invent? What did theytrade? What did they create? What were the natural resources foundin the area? What natural resources did they use?

3. Ask the following questions:a. Why do you think Columbus went to talk to Ferdinand and Isabella?b. Why was it important to find another trade route?c. Have you ever had an agreement with someone? How did the

agreement go?4. The cover article has two paintings. Examine the paintings and the captions.

These paintings were painted 400 years after famous explorers journeyed toAmerica.

a. How did the artists portray "exploration?"b. What colors, images, and symbols are used in the paintings?c. What did the artist want people to understand about exploration

based on the painting?

Article Assessment Questions:1. What made the Songhai Empire wealthy?

a. trading in salt and goldb. trading in spices and silksc. trading in red and blue dyesd. trading in shells and glass

2. What country were Ferdinand and Isabella the king and queen of?a. Germany


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b. Portugalc. Englandd. Spain

3. Which countries had the largest economies in the 1400s?a. England and Franceb. Spain and Portugalc. England and Chinad. Spain and China

Materials Needed:Graphic organizer World MapGraphic organizer Thriving Empires

Background Knowledge for Article 2: The competition between Europeanmonarchs is evident in the number of explorers and expeditions they sent to theAmericas. Note the year, the country of origin, and the people in the Americaswho met them.

Article 2: Age of EncountersLexile: 700-800LWord Count: 484

Lesson Plan:1. Look at the explorer map.

Ask the following questions:a. What do you notice?b. Is there anything that is

the same about theroutes?

c. Is there anythingdifferent about theroutes?

d. What do you think theexplorers believedabout the shape ofthe Earth by thedirection they took?Why do you think theywent the direction they did?

2. Have students cut the map out of the publication and glue it into theirinteractive notebooks.

3. Invite students to review what they thought they knew about explorationbefore the article and add new ideas that they learned as a result of thearticle.

4. Use the Explorer Trading Cards graphic organizer. Reread the article. Havestudents fill out the trading card organizer with the year each personexplored and two facts about the explorer.


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5. Invite students to create a reader's theatre based on what they learnedabout each explorer. Conduct a news interview or panel discussion aboutimportant facts on each explorer.

Article Assessment Questions:1. Where did Christopher Columbus land?

a. Asiab. Africac. the Caribbeand. New York

2. Who sponsored John Cabot?a. Englandb. Spainc. Franced. Germany

3. What did Jacques Cartier start in North America?a. a warb. French tradec. fur traded. cotton fields

Materials Needed:Graphic organizer Explorer Trading Cards

Background Knowledge for Article 3: Advancements in travel developed with theincreased need to determine location. Having the tools and knowledge to traveland return to a point of origin made more travel possible. The advancement ofmathematics (geometry, calculus) gave travelers tools to pinpoint their locationand navigate between points.

Article 3: The Tools of DiscoveryLexile: 900-1000LWord Count: 248

Lesson Plan:1. Read the article.2. Show the image “Tools of Cartography” in related media. Ask the following

questions:a. How do you think these tools worked?b. What do you think the tools were used for?c. What problems were these tools solving?

3. Show the video “The Compass.”a. Have you ever seen a compass?b. How is the compass you’ve seen different from the one in the picture?c. How is the compass in the picture different from the one in the video?d. Discuss with the class that explorers had to use other explorers’

directions to find their way around. Divide the class into groups of


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three or four. Each group will get a treasure to hide. This can be agold coin, salt, spices, a picture of a treasure, or treat. Each group willneed a compass. Each student will need a copy of the Treasure Huntgraphic organizer. Each group will need to decide where to hide theirtreasure. This can be done inside the classroom or outside. Eachgroup is going to write directions on how to find the treasure that theyare going to hide on their graphic organizer. They have to usecardinal directions in their directions. The group can also useintermediary directions NE, SW, SE, NW. Each group will have a limit often directions to get to their treasure. An example of a directionwould be: “Go northwest until you get to the playground. Go southuntil you get to the slide.” Each group will test out their directions tosee if they can get to their treasure. Each group will switch directionswith another group. The other group will try to find their treasure.

4. Divide the students up into groups to learn more about the tools ofdiscovery. Invite them to learn more about the astrolabe, the quadrant, andthe caravel.

5. As an extension activity, have students reflect on and describe howmathematics works with these various tools of discovery.

a. What do we know about math that helped explorers navigate theworld?

b. What problem did these tools solve?c. What problem did these tools not solve?

Article Assessment Questions:1. What is celestial navigation?

a. using planets to find a locationb. locating planetsc. locating the sun, moon, and starsd. using the sun, moon, and stars to find a location

2. What did sailors use to determine latitude?a. astrolabeb. sextantc. cartographyd. celestial navigation

3. What is cartography?a. finding longitudeb. map makingc. finding starsd. finding latitude

Materials Needed:Graphic organizer Treasure Hunt12 compassesOnline Related Media (Explore More):Tools of CartographyVideo “The Compass”


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Background Knowledge for Article 4: This article places emphasis on the reasonspeople explored then vs. now. This article encourages students to be explorerswhen they search for learning.

Article 4: Exploration: Then and NowLexile: 800-900LWord Count: 322

Lesson Plan:1. Read the article.2. Ask the following questions:

a. Do you know anyone who is an explorer today? They can be famousor someone in your everyday life.

b. What do they do that makes them an explorer?3. Explorers ask these questions:

a. What if?b. What about?c. Why not?d. Where does this go?e. How does this work?

4. Write the words “I Wonder…” on chart paper or a white board.a. Ask the students what they wonder about.

i. What would you like to change?5. On the I Wonder ... graphic organizer, have students fill out things they are

curious about. Have them think of the questions that explorers ask. Is theresomething they want to learn more about? What interests them? Remindthem of the steps to exploring:

a. ask questionsb. find answersc. share your findings

6. After brainstorming ideas, have students research one of the ideas that theycame up with. Students should share their findings after they’ve finished in aclass discussion or class meeting.

Article Assessment Questions:1. What did having more resources and land give people?

a. more powerb. more waterc. more cornd. more money

2. What makes a good explorer?a. having rich people sponsor youb. being richc. knowing where to explored. being persistent, accurate, curious, and patient

3. Why do people explore?a. to earn discountsb. to find a vacation spot


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c. to earn travel pointsd. to find answers to their questions

Materials Needed:Graphic organizer I Wonder ...

Background Knowledge for Article 5: The contemporary maps during the age ofexploration were consistently changing as new information was shared. TheWaldseemüller map got many things geographically correct. It also needed moreinformation on some areas. Students will be developing a visual memory of mapsas they see and use the same images repeatedly. Have the students use their“memory of a world map” to identify differences in the Waldseemüller map. Thengive an image for reference.

Article 5: Mapping It OutLexile: 800-900LWord Count: 62

Lesson Plan:1. Display the image “World Map” in related media. Read the article and

answer the questions from the article.2. Divide the class into groups of four.

a. Ask a question and have the students go around their groupanswering the question.

i. What items from the map look the same as the map we havetoday?

ii. What items on the map are different from the maps we havetoday?

iii. Why do you think the map was drawn like it was?b. Have students share any interesting comments from their groups.

3. Every map has a legend. This helps people know what they are looking at.Have students create a legend for the map in the publication. Have themcreate their legends in their interactive notebooks.

Article Assessment Questions:1. When was the map created?

a. 1607b. 1500c. 1508d. 1507

2. Who created the map?a. Martin Waldseemüllerb. John Cabotc. Christopher Columbusd. Jaques Cartier

3. What does the map show?a. landforms


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b. climatec. riversd. the world

Materials Needed:Map of the World

Online Related Media (Explore More):World Map

Background Knowledge for Article 6: This article explains how countries,governments, and people profit from exploration. It explains economics usingcontent from the time period.

Article 6: Trade, Taxes, and ScarcityLexile: 900-1000LWord Count: 199

Lesson Plan:1. Read the article.2. Ask the following questions:

a. Have you ever had an idea like Columbus did?b. Did you try out your idea?c. Ferdinand and Isabella took a risk and sent Columbus on an

exploration.i. Do you know someone who took a risk and it paid off?

d. Has there ever been a resource in your life that has been scarce?e. The article says that this exploration started the Columbian Exchange.

i. What impacts do you think this had on Spain and theAmericas?

Article Assessment Questions:1. What was the trade route between Europe and Asia called?

a. the Salt Roadb. the Golden Routec. the Silk Roadd. the Spice Route

2. What are goods made in a country and sent to another country?a. importsb. tradec. exportsd. exchange

3. How did putting high taxes on goods affect the price of the goods?a. Taxes increased the price at the market.b. Taxes decreased the price at the market.c. Taxes made no difference in prices at the market.d. Taxes made the government very wealthy from the market.


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Materials Needed: N/A

Additional Answer Keys:

Mapping It OutList three things Waldseemuller was fairly accurate about. - Students' answers will vary.They may answer that the continent placement is fairly accurate, the fact that there wasland across the Atlantic Ocean could be another choice, or the presence of many islandsin the Pacific to the East of Asia.

From what you remember, list three things that are not accurate on the 1507 map. -Students' answers will vary.

World Map graphic organizer:Use the World Map graphic organizer in an interactive notebook. Students will label thedifferent empires on their map.1. Aztec Empire was located in Central America2. Inca Empire was located in South America3. Iroquois Empire was located in America4. Ottoman Empire was located between Asia and Europe

Thriving Empires graphic organizer:Use the Thriving Empires graphic organizer in an interactive notebook. Fill out the graphicorganizer listing how each empire was thriving. What did they invent? What did theytrade? What did they create? What were the natural resources found in the area? Whatnatural resources did they use?

Explorer Trading Cards graphic organizer:Use the Explorer Trading Cards graphic organizer. Reread the article. Fill out the tradingcard organizer with the year each person explored, and two facts about the explorer.

Treasure Hunt graphic organizer:Discuss with the class that the explorers had to use other explorers’ directions to explore.Divide the class into groups of three or four. Each group will get a treasure to hide. Thiscan be a gold coin, salt, spices, a picture of a treasure, or candy. Each group will need acompass. Each student will need a copy of the Treasure Hunt graphic organizer. Eachgroup will need to decide where to hide their treasure. This can be done inside theclassroom or outside. Each group is going to write directions on how to find the treasurethat they are going to hide on their graphic organizer. They have to use cardinaldirections in their directions. The group will use N, S, E, W, NE, SW, SE, NW. Each group willhave a limit of ten directions to get to their treasure. An example of a direction would be:“Go northwest until you get to the playground. Go south until you get to the slide.” Eachgroup will test out their directions to see if they can get to the treasure. Each group willswitch directions with another group. The other group will try to find their treasure. Write areflection of the activity in an interactive notebook. Answer the following questions: 2. Wasyour treasure easy for the other group to find? 3. Did you find the treasure that you werelooking for? 4. What were the challenges of this activity? 5. How do you think explorers feltexploring with what tools they had?

I Wonder ... graphic organizer:Answers will vary.


table of contents: week 5: the age of encounters week 6

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