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
Your mission is to claim all
land for the monarchy, locate a new trading route across the ocean, look for
the
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.
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.
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
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
Resources-
Resources
Journals
Da Gama: http://www.bitwalla.com/project_x/
Letters
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.
http://sunsite.unc.edu/expo/1492.exhibit/c-Columbus/columbus.html
http://www.win.tue.nl/cs/fm/engels/discovery/columbus.html
http://www.lsjunction.com/people/coronado.htm
http://www.pbs.org/weta/thewest/people/a_c/coronado.htm
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
Vespucci
http://web.calstatela.edu/faculty/eviau/edit557/vespucci/index.html
http://marauder.millersv.edu/~columbus/papers/jury-01.html
Da Gama
http://www.newadvent.org/cathen/06374a.htm
Cabral
http://www.knight.org/advent/cathen/03128a.htm
Cabot
http://www.win.tue.nl/~engels/discovery/sebastian.html
Drake
http://www.mcn.org/2/oseeler/bio.htm
http://www.mariner.org/age/drake.html
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
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
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!
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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.
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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
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
|
|
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 |
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