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