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Technology Lesson Plan Format

Name: Sara Varner_________ Date: June 23, 2003____ Age/Grade Level:___7_______

Subject: World History______ # of Students: _22_____ # of IEP Students:____0_____

Major content: Exploration__ Unit Title: _The Age of Exploration_________________

ACTIONS

Instructions from the King and Queen

You, as an agent for the King and Queen, are hereby authorized to make a journey to the New World on behalf of our kingdom. All of our rivals are competing for land, trade and wealth. Whoever wins will be the strongest kingdom in Europe. It is imperative that you succeed.

Your mission is to claim all land for the monarchy, locate a new trading route across the ocean, look for the Northwest Passage, and bring back gold, silver, metals, spices, new plants, and any items deemed valuable. You will be provided with a ship, crew, and all the necessary provisions for an extensive journey to the New World. Certain precise requirements must be met if you expect to be rewarded for your achievements. In order to fulfill your contract you will make an Explorer's Notebook consisting of the attached items. Good luck on your journey and Godspeed.

 

The Monarchy

 

Goals and Objectives-

This lesson's purpose is to introduce the Age of Exploration. The focus is on key European explorers and their voyages. The students will identify reasons for explorations and describe the technological developments in ship building and navigation that made long distance voyages possible.

Goals:

1.      Describe the world as Europeans knew it in the 1400's.

2.      Identify routes taken by key European explorers.

3.      Summarize the results of key voyages of Spanish, Portuguese, French, and Dutch explorers.

 

 Connections-

                        Students will make use of primary sources to locate a portion of information. Students will also implement technology into this lesson by utilizing the resource links to fine on-line information. Students will create documents on the computer, and print documents to create a notebook. Students will understand how geography determined early settlements, and exploration, as well as understanding how to understand and interpret historical events.

Kentucky Learner Goals - Students are able to use basic communication and mathematics skills for purposes and situations they will encounter throughout their lives.

 

 

1.1              Students use reference tools such as dictionaries, almanacs, encyclopedias, and computer reference programs and research tools such as interviews and   surveys to find the information they need to meet specific demands, explore interests, or solve specific problems

1.16              Students use computers and other kinds of technology to collect, organize, and communicate information and ideas.

 

Kentucky Learner Goals – Social Studies

2.19         Students recognize and understand the relationship between people and geography and apply their knowledge in real-life situations.

2.20        Students understand, analyze, and interpret historical events, conditions, trends, and issues to develop historical perspective.

 

                 The lesson meets the following Kentucky Core Content assessment by addressing the following:

 

SS-M-4.3.1

Human settlement develops in different ways based on the culture and needs of settlers.

 

SS-M-4.4.3

The natural resources of a place or region impact its political, social, and economic development.

 

SS-M-5.1.2

Primary sources, secondary sources, artifacts, and time lines are essential tools in the study and interpretation of history

 

SS-M-5.3.5

The Age of Exploration produced  extensive contact among isolated cultures and brought about massive political, economic, and social changes

 

Context-

This lesson actively involves the students in discovering information about the age of exploration. Students, after the lesson, will have a better understanding of Europe during the 1400s. Students will be able to identify routes taken by various explorers, as well as, being able to summarize reasons exploration was occurring. The Age of Exploration Unit is designed to introduce exploration to students. This lesson provides students with the opportunity to “own” their learning.

Resources-

Resources

Journals

Columbus: http://www.fordham.edu/halsall/source/columbus1.html

Da Gama: http://www.bitwalla.com/project_x/

Letters

Columbus: http://www.fordham.edu/halsall/source/columbus2.html

Sailing Ships of the Late 1400's

http://web.calstatela.edu/faculty/eviau/edit557/vespucci/sharron/edit557.htm

Navigation

Dead reckoning: http://www1.minn.net/~keithp/dr.htm

Celestial: http://www1.minn.net/~keithp/cn.htm

 

Internet Resources on Explorers

Record your notes on paper and draw pictures as needed.

Spain

Columbus

http://sunsite.unc.edu/expo/1492.exhibit/c-Columbus/columbus.html

http://www.win.tue.nl/cs/fm/engels/discovery/columbus.html

 

Coronado

http://www.lsjunction.com/people/coronado.htm

http://www.pbs.org/weta/thewest/people/a_c/coronado.htm

 

De Soto

http://www.cr.nps.gov/delta/desoto.htm

http://www.cr.nps.gov/delta/d-sites.htm

Magellan

http://www.mariner.org/age/magellan.html

http://marauder.millersv.edu/~columbus/data/art/SCHUES01.ART

http://marauder.millersv.edu/~columbus/data/art/WINCHE01.ART

Italy

Vespucci

http://web.calstatela.edu/faculty/eviau/edit557/vespucci/index.html

http://marauder.millersv.edu/~columbus/papers/jury-01.html

Portugal

Da Gama

http://www.newadvent.org/cathen/06374a.htm

Cabral

http://www.knight.org/advent/cathen/03128a.htm

England

Cabot

http://www.win.tue.nl/~engels/discovery/sebastian.html

  • Primary Source

Drake

http://www.mcn.org/2/oseeler/bio.htm

http://www.mariner.org/age/drake.html

  • Primary Source

France

Joliet & Marquette

http://www.bradley.edu/convention/history.html

Champlain

http://www.civilization.ca/membrs/treasure/222eng.html

http://lcweb.loc.gov/exhibits/treasures/trr009.html

Holland

Hudson

http://www.mariner.org/age/hudson.html

Other Resources

Most of the following titles are available through the book clubs and in paperback. Check your library for others.

Around the World in 100 Years by Jean Fritz

Scholastic Atlas of Exploration by Dinah Starkey

Explorers Who Got Lost by Diane Sansevere Dreher

The Usborne Book of Explorers by Everette and Reid

The World in 1492 by Fritz, Paterson, McKissack, Mahy, Highwater

Portraits of Outstanding Explorers by Doris Hunter Metcalf CD-Rom Encyclopedias Encarta, and World Book have extensive biographies of explorers

 Procedures-

THE TASK

You must complete the journey and return with evidence of your findings in the new land. Create an "Explorer's Notebook" for your journey.

It should include:

1.      Cover with name (one inch letters) and picture of you, the explorer and the crew roster.

2.      A public announcement alerting people to the voyage.

3.      A map tracing the voyage from the sponsoring country to the New World and back. Show your explorations on a detailed map.

4.      Information about you, the captain. Explain your experience, early life, and why you are exploring. (What are you looking for?)

5.      Daily log detailing weather conditions.

6.      Daily journal listing daily navigational location....longitude and latitude.

7.      Flag of Monarchy to plant on all land claimed.

8.      Drawing detailing the ship with all masts and sails. Show where all cargo is stowed. Label the cargo.

9.      Specific information about the area(s) explored. This should include items such as plants, land, animals, minerals, agriculture, and people you met on your journey. Include sketches and bring back samples of anything you can.

10.  A letter to the monarch (King or Queen) sharing what you found and persuading him or her to either continue or abandon similar explorations in the future.

THE PROCESS

There are 4 main parts to this project:

Step 1: Gaining background knowledge

Step 2: Collecting information

Step 3: Writing and assembling the Explorer's Notebook

Step 4: Presenting your findings and evidence to the King and Queen

Step 1: Gaining Background Knowledge

Before collecting information on your explorer, investigate primary source documents on navigation styles and sailing ships of the late 1400's. You will read actual diaries and letters from Explorers written in the 1500's. After reading these, adopt their style and write your journals and letters in the same fashion. As a whole class, discuss the style of writing in these primary materials, recording notable phrases on chart paper and noting types of ships and navigation terms.

Step 2: Collecting Information

Each individual, pair, or group will choose a different explorer about whom to research and create an Explorer's Notebook. If done in groups, assign each member of the team a role. Useful roles would be:

1. Explorer

Task 4 - early life

Task 10 - letter

2. Navigator

Task 3 - map

Task 8 - ship

Task 6 - journal

3. Scientist

Task 9 - samples and drawings

Task 5 - weather log

4. Ambassador

Task 1 - cover

Task 2 - announcement

Task 7 - flag

 

Step 3: Writing and Assembling the Explorer Notebook

After you have gathered all the information you need, meet with your group and share what you have learned. Listen to what the other group members have learned too. Write your part of the Notebook and work with the others so that each page in the notebook has the same style. Proof read, edit, and produce a final Explorer's Notebook.

Step 4: Presenting Your Findings to the King and Queen

Now is the time you have been waiting for. Dress up in your finest clothes representing the time period and prepare your presentation to the King and Queen. Bring your findings and evidence. Each person must present his/her own part. Perhaps you will be rewarded for your achievement and be knighted!

 EVALUATION

Your Explorer's Notebook will be graded on the following:

The completeness of the parts you completed for the Explorer's Journal.

The correctness of the information.

The writing is in your own words, neat and interesting to read.

The completeness and creativity of the artwork.

 

Your presentation to the King and Queen will be graded on the following:

Your costume's accuracy as representative of the time period.

Your part is prepared by memorizing.

Your "evidence" to give to the King and Queen is convincing.

 

Student Use of Technology

The students will be provided extensive times in the computer lab in order to utilize the sources (links) that are given to them.

Authentic Assessment

Students will need to save their journal entries to a disk. All journal entries will need to be typed. Their public announcement will need to be types. Personal information will need to be computer generated. Daily weather logs should be computer generated. Information about areas explored should be computer generated. And finally a letter to the King and Queen stating the findings should be computer generated.

Rubric

Description of how will the final authentic assessment developed by the students be scored.  This rubric/scoring guide will include an evaluation of the integration of technology in to the final authentic project.

 

IMPACT

CONCLUSION

The explorers opened the door to the vistas unknown to Europeans. They expanded knowledge of the world and because of their journeys people on both sides of the Atlantic became aware of other cultures. Lands were discovered and mapped. The European explorers made it possible for other Europeans to follow with trade and settlement. The European Age of Exploration was motivated by a desire for wealth and trade. The monarchies that sponsored the expeditions started a powerful expansionist movement that changed the world forever.

 Reflection/Analysis of Teaching and Learning-

REFLECTION

·         What do you know now that you didn't know before?

·         What was the biggest surprise about your explorer?

·         Compare your explorer to astronauts today. What characteristics do they share?

·         After listening to all the presentations, which explorer do you think had the greatest achievement?

 

REFINEMENT

Lesson Extension/Follow up: 

Have students take their journals and create a compare and contrast chart of the explorers.

 

Rubric

Research Report: Exploration


Teacher name: Sara Varner

Student Name ___________________

 

CATEGORY

4

3

2

1

Amount of Information

All topics are addressed.

Most topics are addressed.

Some topics are addressed.

One or more topics were not addressed.

Quality of Information

Information clearly relates to the main topic. It includes several supporting details and/or examples.

Information clearly relates to the main topic. It provides 1-2 supporting details and/or examples.

Information clearly relates to the main topic. No details and/or examples are given.

Information has little or nothing to do with the main topic.

Organization

Information is very organized with well-constructed paragraphs and subheadings.

Information is organized with well-constructed paragraphs.

Information is organized, but paragraphs are not well-constructed.

The information appears to be disorganized

 

rubric.htm

 

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