Exploration. 8.2 History. The student understands the causes of exploration and colonization eras. The student is expected to:

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1 Exploration Grade 8 Social Studies Unit: 01 Lesson: 01 Suggested Duration: 2 days Lesson Synopsis: This lesson introduces students to the major eras studied throughout this course by applying absolute and relative chronology. Students understand the causes and effects of the exploration era with an emphasis on European exploration of North America. Through the use of timelines, graphic organizers, prediction and inferencing students gain a stronger foundation for the purpose and relevance of this unit and lesson. TEKS: 8.1 History. The student understands traditional historical points of reference in U.S. history through The student is expected to: 8.1A Identify the major eras and events in U.S. history through 1877, including colonization, revolution, drafting of the Declaration of Independence, creation and ratification of the Constitution, religious revivals such as the Second Great Awakening, early republic, the Age of Jackson, westward expansion, reform movements, sectionalism, Civil War, and Reconstruction, and describe their causes and effects. Readiness Standard 8.1B Apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods. Supporting Standard 8.2 History. The student understands the causes of exploration and colonization eras. The student is expected to: 8.2A Identify reasons for European exploration and colonization of North America. Readiness Standard Social Study Skills TEKS: 8.30 Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to: 8.30D Create written, oral, and visual presentations of social studies information. GETTING READY FOR INSTRUCTION Performance Indicator: As an explorer, prepare an oral or visual presentation that provides a ruler with reasons his/her nation would benefit by funding your exploration of the New World. (8.2A; 8.30D) 1C; 1E; 3G Key Understandings and Guiding Questions: Nations explore and colonize other geographic areas to enhance their wealth, power, or opportunity. What are the reasons for European exploration of North America during the Age of Exploration/Age of Discovery? Why is the Age of Exploration/Age of Discovery considered a historical era? Vocabulary of Instruction: era relative chronology contemporary immigrant exploration physical geography human geography absolute chronology Refer to section for materials. (Appropriate materials may be substituted as needed to incorporate district resources and availability.) Handout: Era Cards (1 set per group of 4, cut apart) Teacher Resource: U.S. History Timeline 1 Teacher Resource: U.S. History Timeline 2 Teacher Resource: World History Timeline Handout: Wordle 1 (Exploration) (1 per student or 1 to project) 2012, TESCCC 04/09/13 Page 1 of 5

2 Handout: Reasons for Exploring North America (1 per student) Teacher Resource: Reasons for Exploring North America KEY Teacher Resource: PowerPoint: European Exploration of North America Resources and References: None identified Advance Preparation: 1. Become familiar with content and procedures for the lesson. 2. Refer to the Instructional Focus Document for specific content to include in the lesson. 3. Select appropriate sections of the textbook and other classroom materials that support the learning for this lesson. 4. Preview available resources and websites according to district guidelines. 5. Prepare materials and handouts as needed. 6. Prepare the Handout: Era Cards (cut apart the cards and provide1 set of cards per group) Background Information: Students are introduced to important terms such as a historical era, absolute chronology, and relative chronology. An era of history has distinctive features with political, social, and economic commonalities. Eras align with the concept of relative chronology rather than absolute chronology (exact dates). Relative chronology is the sequence of events in relation to other events and absolute chronology is the sequence of events that provide exact information regarding dates. A timeline of the major eras and turning points in United States history for this course and the high school course is important so students can better understand the difference between relative and absolute chronology. Comparing basic timelines of U.S. History and World History also helps students understand the relative time period of United States history as it compares to the history of the world. In essence, it is important that students view the big picture so that they can make connections rather than study historical events in isolation. Exploration is an act or instance of exploring or investigating; examination; the investigation of unknown regions. The Age of Exploration was a period from the early 15 th century into the early 17 th century during which Europeans engaged in exploring the world. Spanish, French, English, Dutch, and Portuguese explorers conducted extensive exploration expeditions. It was a time characterized by Europeans exploring the world (often by sea) in search of trade partners, new goods, and new trade routes. During this period Europeans discovered the rest of the earth and spread Western culture. Reasons for exploration are often characterized as God, gold, and glory, where men sought to bring Christianity to non- Christian peoples, gain riches (for themselves and the Crown), and gain fame/prestige for themselves and the Crown. They encountered economic centers around the world and commercial discoveries that significantly transformed Europe. Methods of navigation, shipbuilding, and mapping improved during this era. The Age of Exploration ended when the existence of settlements and colonies in the newly found areas created a network of communication and trade, ending their need to search for new trade routes. Colonization is the act of establishing a territory inhabited by people living in the new territory but retaining ties with the parent state. While exploration and colonization occurred in both North and South America, the emphasis here remains on North America. Spain, Portugal, France, and other European countries explored and colonized much of the Western Hemisphere. GETTING READY FOR INSTRUCTION SUPPLEMENTAL PLANNING DOCUMENT Instructors are encouraged to supplement and substitute resources, materials, and activities to differentiate instruction to address the needs of learners. The Exemplar Lessons are one approach to teaching and reaching the Performance Indicators and Specificity in the Instructional Focus Document for this unit. Instructors are encouraged to create original lessons using the Content Creator in the Tools Tab located at the top of the page. All originally authored lessons can be saved in the My CSCOPE Tab within the My Content area. INSTRUCTIONAL PROCEDURES Instructional Procedures ENGAGE Eras and Timelines 1. Divide students into groups of no more than four. 2. Distribute to each group a set of the era cards made from the Handout: Era Cards. (These are to be precut, mixed up, and NOTE: 1 Day = 50 minutes Suggested Day 1 10 minutes Handout: Era Cards (1 set per group) Teacher Resource: U.S. History Timeline 1 Teacher Resource: U.S. History Timeline CSCOPE MM/DD/YY page 2 of 5

3 placed in the baggie or envelope for each group.) 3. Explain the terms era, absolute chronology, and relative chronology as needed. (use glossary definitions or definitions such as: era: a period of time identified by some prominent figure or characteristics; absolute chronology: time defined in actual dates; relative chronology: time defined in relation to other events) 4. Students discuss with their group a possible sequencing of these cards. They use logic, inferences, background knowledge to sequence the eras. (This is a method of accessing prior knowledge as well as gaining additional background knowledge. Note that students did participate in a survey course of American history in grade 5, beginning with the founding of St. Augustine in 1565, and continuing through the present.) 5. After about 3 minutes, students share their sequence of eras with Definition in student Characteristics words another group, discussing the sequence, and providing input and justification for the order of the eras. Word Examples Non-examples 6. Project the graphic organizer (Teacher Resource: U.S. History Timeline 1 and 2) to serve as a key for students to self-check the sequence they created. In their groups, students change the order of their cards to match the projected timeline. Discuss the timeline, the characteristics of eras, etc. Teacher Resource: World History Timeline TEKS: 8.1A, 8.1B Instructional Notes: Project the Teacher Resource: World History Timeline (students do not need a copy of this timeline). This activity is designed to help students make connections between the larger world history scope and, at a much smaller scale, U.S. History. It is recommended that the U.S. History Timeline be enlarged and posted somewhere in the classroom so that students may reference it as they proceed in their study of U.S. History. Frayer Model: 7. Provide additional information about the structure of the year as needed, such as: Notice that the timeline has two different colors. The first colored part of the timeline (yellow) represents the eras we will be studying in 8 th grade. The second colored part of the timeline (green) is what you will be studying in the high school course. 7. Introduce a larger-scope view by projecting the Teacher Resource: World History Timeline. Now let us see where the U.S. history timeline fits in a timeline of world history. With your partner identify two inferences that can be made about the two timelines. Write them down and be prepared to share with the class. 8. Allow a minute or so for students to work. Then randomly select three or four students to share their inferences. 9. Facilitate a short discussion using the terms absolute chronology and relative chronology. Encourage students to notice how U.S. history is relatively short in comparison to all of world history. 10. Students draw three Frayer model graphic organizers, one for absolute chronology, one for relative chronology, and one for era. With their small groups, students discuss what they have learned about the terms and complete the organizers (this could be completed as homework.) EXPLORE Exploration and Colonization Suggested Day 1 (continued) 30 minutes 2007 CSCOPE MM/DD/YY page 3 of 5

4 1. Introduce the concepts of colonization and exploration. Say: To understand the beginning of U.S. History, we must first understand the concept of exploration. 2. In pairs, students briefly discuss what they know about exploration. 3. Project (or distribute copies of) the Handout: Wordle 1 (Exploration) to add more information to the discussion. 4. As they view the wordle, students write a statement predicting the topics and meanings associated with the words shown. Ask questions such as: Why are some words bigger (in a larger font) than others? (Possible student responses: These words are more important or the main idea.) What words draw your attention? (Possible answers: people, World New, America, Europeans) 1. Project a map of North America that shows the areas that were explored by England, France, Portugal, and Spain. (Use a map from the textbook or other classroom materials, or conduct an Internet image search for maps of European colonization.) 2. Using a prediction graphic organizer, such as a fish web (see below), students predict possible reasons for countries to venture and explore unfamiliar parts of the world (North America). Map of North America (or world) showing areas of European exploration and colonization Handout: Wordle 1 (Exploration) (1 per student or 1 to project) Handout: Reasons for Exploring North America (1 per student) Teacher Resource: PowerPoint: European Exploration of North America Teacher Resource: Reasons for Exploring North America KEY TEKS: 8.2A Instructional Note: ESP = Economic, Social and Political Students and Teacher draw the fish web or other appropriate graphic organizer. If using the fishbone organizer, the square should be labeled Exploration, and students fill the connecting lines (fishbones) with reasons for exploration (essentially, God, gold and glory) and examples or explanations. While countries such as Spain, France, Portugal and England ventured and explored the New World, at this time we are going to focus primarily on England. 3. After viewing a PowerPoint slide on the reasons for English exploration (Teacher Resource: PowerPoint: Exploration of North America) and reading relevant sections of the textbook and other classroom resources, students work on the graphic organizer Handout: ESP Reasons for Exploring North America, where they categorize and provide examples of economic, social and political reasons for exploring North America. 4. After students have completed the ESP graphic organizer, facilitate a whole class deeper conversation about the prediction graphic organizer. How do our predictions and ESP chart compare? 5. Students deepen their understanding of the concept of exploration by reading appropriate sections of the textbook and other materials and adding to their organizer. (This could be completed as homework.) 2007 CSCOPE MM/DD/YY page 4 of 5

5 EXPLAIN Why Explore? 1. Students write the Key Understanding on a paper and then support the statement with evidence from their learning during the Explore section above. Nations explore and colonize other geographic areas to enhance their wealth, power, or opportunity. 2. Facilitate a class discussion where students use their their learning to answer the guiding questions and provide evidence to support the Key Understanding. Nations explore and colonize other geographic areas to enhance their wealth, power, or opportunity. What are the reasons for European exploration of North America during the Age of Exploration/Age of Discovery? Why is the Age of Exploration/Age of Discovery considered a historical era? Suggested Day 1 (continued) 10 minutes Map of North America (or world) showing areas of European exploration and colonization ELABORATE Where Else to Explore? 1. On the board, write the following: What are some possibilities for our generation and future generations to explore? (Other planets, areas deep within the ocean, other universes, the human body, molecular exploration, etc.) Suggested Day 2 20 minutes TEKS: 8.2A 2. Student pairs discuss exploration possibilities today and prepare a statement to present to the class that supports their position and incorporates academic language. 3. Teacher circulates, probing with questions, clarifying or correcting information, and providing information as needed. 4. Student volunteers share their responses. 5. Continue the discussion, bringing in the ideas related to exploration during the Age of Discovery and encouraging discussion about the possibilities and the implications. EVALUATE As an explorer, prepare an oral or visual presentation that provides a ruler with reasons his/her nation would benefit by funding your exploration of the New World. (8.2A; 8.30D) 1C; 1E; 3G Suggested Day 2 (continued) 30 minutes TEKS: 8.2A, 8.30D 2007 CSCOPE MM/DD/YY page 5 of 5