Lesson 2 Human Migration- Discovery and Exploration Discovery and Exploration Today students will begin to learn about explorers. There are all different types of explorers in the world and all different methods of learning about new places and people. In these activities, students will learn how people like Columbus explored their new surroundings and why. Students will analyze his actions, create their own exploration process, and decide if he could have done things differently. Alongside Columbus, students will learn about the Native Americans who lived in this region long before Columbus decided to travel to the “New World”. Through the following activities, the students will begin to view this event through the eyes of the Native Americans and may realize that Columbus’ great explorations had some negative repercussions as well. Finally, the students will learn how to read and operate a compass to follow a map. Week-Long Activity: Explorer’s Journals Every day this week the student will learn or ‘discover’ something new. At the end of each day the students could draw, write, color, cut and paste print outs or other drawings, or any other medium that shows what they’ve ‘discovered’. Major Concepts Students will learn about these major concepts throughout this lesson. The minimum information on each concept is summarized in this section. Christopher Columbus’ journey needed a great deal of funding since travelling across the ocean on boats was very expensive. He convinced the King and Queen to give him money so he could buy the boats and hire crew members. He was intending to travel to the Indies to conduct trade with Asia, but ended up in a very different place on an island in the Americas. His life and journey has been glorified in American history; however, the claims made about his journey are not always accurate. Students will determine fact from fiction on Columbus’ journey to the New World. The relationship between Columbus and the Native people he encountered is not typically discussed. The people were very surprised to see these white men yet they were in general very hospitable to Columbus and his crew. Despite being willing to help Columbus, he cast aside the native peoples in order to gain material wealth as well as slaves. The following link includes information you should introduce to the class, especially if they have very limited knowledge of the arrival of Columbus and the Aztecs: http://www.yale.edu/ynhti/curriculum/units/1992/2/92.02.01.x.html. To introduce the compass, you’ll want to be sure the students have a handle on the cardinal directions before you start teaching them about compasses. Two good ways to accomplish this review are by referencing a map and teaching them a mnemonic (Never East Soggy Waffles, Never Eat Shredded Wheat, NEWS, Never Enter Stinky Washrooms, etc) For a more practical, everyday example, you might also want to mention driving, since many cars now have displays that show the direction the vehicle is moving and students are likely to have noticed this at
Transcript
Lesson 2 Human Migration- Discovery and Exploration
Discovery and Exploration
Today students will begin to learn about explorers. There are all different types of explorers in the world and all different methods of learning about new places and people. In these activities, students will learn how people like Columbus explored their new surroundings and why. Students will analyze his actions, create their own exploration process, and decide if he could have done things differently.
Alongside Columbus, students will learn about the Native Americans who lived in this region long before Columbus decided to travel to the “New World”. Through the following activities, the students will begin to view this event through the eyes of the Native Americans and may realize that Columbus’ great explorations had some negative repercussions as well.
Finally, the students will learn how to read and operate a compass to follow a map.
Week-Long Activity: Explorer’s Journals
Every day this week the student will learn or ‘discover’ something new. At the end of each day
the students could draw, write, color, cut and paste print outs or other drawings, or any other
medium that shows what they’ve ‘discovered’.
Major Concepts
Students will learn about these major concepts throughout this lesson. The minimum information on each concept is summarized in this section. Christopher Columbus’ journey needed a great deal of funding since travelling across the ocean on boats was very expensive. He convinced the King and Queen to give him money so he could buy the boats and hire crew members. He was intending to travel to the Indies to conduct trade with Asia, but ended up in a very different place on an island in the Americas. His life and journey has been glorified in American history; however, the claims made about his journey are not always accurate. Students will determine fact from fiction on Columbus’ journey to the New World.
The relationship between Columbus and the Native people he encountered is not typically discussed. The people were very surprised to see these white men yet they were in general very hospitable to Columbus and his crew. Despite being willing to help Columbus, he cast aside the native peoples in order to gain material wealth as well as slaves. The following link includes information you should introduce to the class, especially if they have very limited knowledge of the arrival of Columbus and the Aztecs: http://www.yale.edu/ynhti/curriculum/units/1992/2/92.02.01.x.html.
To introduce the compass, you’ll want to be sure the students have a handle on the cardinal directions before you start teaching them about compasses. Two good ways to accomplish this review are by referencing a map and teaching them a mnemonic (Never East Soggy Waffles, Never Eat Shredded Wheat, NEWS, Never Enter Stinky Washrooms, etc) For a more practical, everyday example, you might also want to mention driving, since many cars now have displays that show the direction the vehicle is moving and students are likely to have noticed this at
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some point. The function of a compass is straightforward, and won’t take much time to explain. Compasses can be used to find your way in the woods or navigating across the ocean. There are a few key parts making up the traditional, simple compass design. There are three main parts to this type of compass: the needle, the degree dial, and the compass rose at the center. The needle and compass rose are obvious enough; these are the tools you must line up correctly to determine in what direction you’re heading. The degree dial is more complicated, and it's up to you whether you want to just mention it in passing or explain what it represents. Finally, using a simple compass is straightforward and shouldn’t be hard to explain. The colored part of the needle should always be lined up with North before you can take a reading (usually it’s red or green). This can be demonstrated by identifying an object in the room (such as a chalkboard). Holding the compass out in front of you, turn it so that the red part of the needle lines up with the “N” and then estimate the direction you would need to take to reach the chalkboard or other object. Continue demonstrating until the students appear to have a grasp of basic compass usage. If more information is desired, use the following link: http://www.brighthubeducation.com/lesson-plans-grades-3-5/96243-teaching-students-how-to-use-a-compass/
The following sites provide more information on the major concepts of this lesson:
After reviewing basic information on Columbus, the class outlines the route from Spain to San Salvador on a large map. Each student then transfers this information to their own map and using noodles to demonstrate the journey.
Activity 2 Students learn about the functions of a compass and use it to follow directions on a map created earlier by the teacher.
Activity 3 The students work in separate groups to determine how they would travel to a New World, what resources they might bring or find, and how they would interact with the life they find in the New World.
3-5 Activities Summarized
Activity 1 The class discusses the definition of myths in relation to stories that are told about people that lived a long time ago and take surveys of their peers on what they know about Columbus.
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The class is divided into groups and given materials to create basic sets, props or puppets to perform the various given situations of the encounter of the Aztecs and Columbus.
Activity 3 Students learn about the functions of a compass and use it to follow directions on a map created earlier by the teacher.
Activity 4 The students work in separate groups to determine how they would travel to a New World, what resources they might bring or find, and how they would interact with the life they find in the New World.
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Duration: 30-45 Minutes Objectives: Record what is known
about Columbus prior to the lesson and record the information learned after the lesson is completed.
On a map, record and recognize the route Columbus took from Spain to the Americas.
Describe the purpose of Columbus’ mission across the sea.
Key Vocabulary: Maps Crew Ships Voyage Explorer Materials Needed: World map KWL chart (What You Already
Know, What You’d Like to Learn, What You Learned, Appendix D)
Appendix E: World Map (enlarge for one poster board display and copy for a class set)
5. Get out a map (or a globe, though that will make the lesson a little more abstract) and show the students the compass rose, explaining how it is a visual guide to understanding directions.
6. Locate your hometown and another town or city (have the students suggest one) and ask questions such as “What direction would you go to get from A to B” to determine if the students understand how to interpret and follow directions.
7. Bring in a real compass (or use a compass app on a smartphone), preferably more than one. If you have enough, first let the kids play around with them in pairs or small groups, and solicit their ideas as to how this device might work. Then you can segue into the informational part of the lesson, which deals with explaining the function and parts of a compass and how it is used.
8. Go over the Function, Parts, and Usage of the compass (information found in major concepts section).
Outdoor Compass exploration:
1. Create a map around an area with plenty of space (large field, playground equipment, etc)
2. Depending on class side, there may need to be 2 separate maps for 2 separate groups [Continued on next page]
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3. Using set markers/pieces on the ground or using the resources around you have the students follow directions until they complete their ‘treasure hunt’
4. End this lesson by completing the KWL chart. 5. Students open up their Explorer’s Journals and
write about how excited they were to follow the map or how it feels to be an explorer.
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Duration: 45-60 Minutes Objectives: Construct a voyage to the
New World. Discuss with each other
the methods of travel to a new place.
Explain and justify their actions to the class.
Key Vocabulary: Explorer Exploration Navigation Resources Weather Climate Voyage
Materials Needed: The “New World” which
should be thought of and developed before class (drawn/printed pictures of this place or any other visual guidance would be beneficial but optional)
Activity 3: Discovering a New World Lesson Plan:
1. As the teacher, create a ‘new world’. This can be a foreign planet, a new island on earth, or anywhere (or anyWHEN) else you can image.
2. Develop very basic knowledge/background of this new world for the students.
Presumed climate/weather What may or may not be available as
resources 3. Then divide the students into at
least two separate groups to plan their exploration on their own.
Students can formulate their plan in various ways. They can write it down, make pictures, make a poster, or whatever type of medium they would like to use.
4. Set up guiding questions for the students to answer in their plan:
How many members of the group will go on the first trip to the new world?
How will you travel there? (boat, plane, spaceship, car)
Are their living creatures/people/aliens living there?
i. How will you treat them? ii. Are they willing to help you in this
new world? iii. After the first exploration, do you
think you would decide to live there?
5. After giving the students enough time to plan their maiden voyage, have all the groups present their plan for exploration.
Compare and contrast the groups’ plans What are some strengths and weaknesses
of the exploration? 6. [Continued on next page]
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Do any of the groups decide to live in this new world?
Do you think your voyage would have been the same/different from Columbus’?
What did you do the same as his voyage and what did you do differently?
Alternate addition- have another group of students act as the creatures/people/aliens that already inhabit in the new world (if not, the teacher can represent this population)
These students can come up with what kind of resources they have
After the groups explain their own method to explore the new world, have the current group work together to come up with how this would make them feel
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Duration: 30 Minutes Objectives: Conduct a survey to
collect opinions and information on Columbus.
Analyze these answers to determine truth versus myth.
1. The students will be responsible for asking at least five other people a few questions about Columbus to find out if other people have different or the same viewpoints about Columbus. They will also find out if what people know about Christopher Columbus is accurate. (See Appendices B-1 and B-2 from the link under background information for the list of questions.)
2. Review with the students the questions on Appendices B-1 and B-2. Make sure that they understand each question and encourage them to give their own answers to these questions.
3. After the students conduct the survey among their peers, bring the class back together to discuss what people recorded as answers to the survey questions. Make sure to also define the correct answers for the students.
4. Students can reflect on what surprised them to learn about Columbus in their Explorer’s Journals.
Important to Note Almost all famous people of long ago have stories told about them that are true and
untrue. These untrue stories about people are often called myths. After all, Christopher Columbus lived a long time ago. And when stories are passed from person to person,
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Duration: 30 Minutes Objectives: Perform and
demonstrate a situation in history.
Represent characters as accurately as possible.
Key Vocabulary: Aztecs Conquistadors Strange Weapons Materials Needed: Various art materials to
make costumes/props/puppets
a) brown paper bags, socks, glue, markers, feathers, crayons, etc
Activity 2: The Aztecs Lesson Plan:
1. The teacher will divide students into small groups. Each group will be given a situation card on which will be written the characters and situation they are to act out impromptu. They will be given a designated amount of time to plan and rehearse their situation and to make simple costumes and props. They will then perform their role-play situation in front of the larger group.
2. Depending on materials available, students can choose between acting, puppet shows, etc. Not everyone needs to be up front performing but if a student chooses not to act then they need to play another prominent role like script writer/creator or material creation.
3. Such situations as the following could be used: You are fellow conquistadors traveling on
the ship now nearing the shores of Mexico. What are you talking about? What are you hoping to find?
You are fellow conquistadors who have just entered the capital city of Tenochtitlan. What do you see? How do you feel about it all? What do you talk about?
You are Aztecs witnessing the landing of these strangers on your shores. They wear strange clothes, carry strange weapons, and have animals you’ve never seen before with them. How do you feel? What do you talk about?
You are Montezuma and Cort’s has just entered the gates of the capital city. What do you say to one another (through your interpreters)?
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Duration: 60-90 Minutes Objectives: Locate on a globe the
main continents of the world.
Understand the function of a compass through correct use of the compass.
Follow a map by accurately using a compass to find the destination.
Key Vocabulary: Explorer Map Compass Navigation North South East West Direction Materials Needed: Map (to show North,
South, East, West directions)
Compass Map created prior to
class for the students to follow
Activity 3: The Explorer Lesson Plan:
1. Begin with the question, “What is a continent?” Individual students will then be asked to come up and point out on both a large world map and a globe the continent on which they live and the other six continents. Major oceans will also be identified.
2. Bring out the compass or draw one on the board near the map and review the cardinal directions North South East and West.
3. Using the map, ask the students question such as “What direction would you go to get from A to B” to determine if the students understand how to interpret and follow directions.
Explaining the compass 1. Bring in a real compass (or one from a smartphone
app), preferably more than one. If you have enough, first let the kids play around with them in pairs or small groups, and solicit their ideas as to how this device might work.
2. Explain the Function, Parts and Usage of a compass.
Outdoor Activity 1. Create a treasure map based around an area with
plenty of space (large field, playground equipment, etc)
2. Depending on class size, there may need to be 2 separate maps for 2 separate groups
Students of each group can make the map for the other group to follow
3. Using set markers/pieces on the ground or using the resources around you have the students follow directions until they complete their ‘treasure hunt’
4. Have the students take out their Explorer’s Journals and record how this exploration process made them feel, if it was difficult, and if they would go out into the ocean with only a compass to guide them.
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Duration: 45-60 Minutes Objectives: Construct a voyage to the
New World. Discuss with each other
the methods of travel to a new place.
Explain and justify their actions to the class.
Key Vocabulary: Explorer Exploration Navigation Resources Weather Climate Voyage
Materials Needed: The “New World” which
should be thought of and developed before class (drawn/printed pictures of this place or any other visual guidance would be beneficial but optional)
Activity 3: Discovering a New World Lesson Plan:
7. As the teacher, create a ‘new world’. This can be a foreign planet, a new island on earth, or anywhere (or anyWHEN) else you can image.
8. Develop very basic knowledge/background of this new world for the students.
Presumed climate/weather What may or may not be available as
resources 9. Then divide the students into at least two separate
groups to plan their exploration on their own.
Students can formulate their plan in various ways. They can write it down, make pictures, make a poster, or whatever type of medium they would like to use.
10. Set up guiding questions for the students to answer in their plan:
How many members of the group will go on the first trip to the new world?
How will you travel there? (boat, plane, spaceship, car)
Are their living creatures/people/aliens living there?
i. How will you treat them? ii. Are they willing to help you in this
new world? iii. After the first exploration, do you
think you would decide to live there?
11. After giving the students enough time to plan their maiden voyage, have all the groups present their plan for exploration.
Compare and contrast the groups’ plans What are some strengths and weaknesses
of the exploration? 12. [Continued on next page]
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Do any of the groups decide to live in this new
world? Do you think your voyage would have been the
same/different from Columbus’? What did you do the same as his voyage and
what did you do differently?
Alternate addition- have another group of students act as the creatures/people/aliens that already inhabit in the new world (if not, the teacher can represent this population)
These students can come up with what kind of resources they have
After the groups explain their own method to explore the new world, have the current group work together to come up with how this would make them feel
