Lesson Plans for Chapter 4 An Age of Exploration
Recognize the concept of supply and demand. (BrainPop http://www.brainpop.com/socialstudies/economics/supplyanddemand/)
Identify the routes of the explorers of the Americas on a map (i.e., Columbus, Balboa, Pizarro, DeSoto).
Interpret a timeline that depicts major historical pre-Civil War events.
Determine how various groups resolve conflict (i.e., school, tribal councils, courts).
Identify cultural groups who inhabited North America in the 17th century (i.e., Puritans, Quakers, Spanish, French).
Recognize the concept of supply and demand.
Use latitude and longitude to identify major North American cities on a map (i.e., Boston, Mexico City, Toronto, Charleston, Savannah, Washington D.C., Philadelphia, Santa Fe, Los Angeles).
Day 1 - Christopher Columbus
2. Look at the timeline at the bottom of
pages 72-73. Find Columbus reaches West Indies.
3. Recite poem
In fourteen hundred ninety-two
Columbus sailed the ocean blue.
He had three ships and left from Spain;
He sailed through sunshine, wind and rain.
He sailed by night; he sailed by day;
He used the stars to find his way.
A compass also helped him know
How to find the way to go.
Ninety sailors were on board;
Some men worked while others snored.
Then the workers went to sleep;
And others watched the ocean deep.
Day after day they looked for land;
They dreamed of trees and rocks and sand.
October 12 their dream came true,
You never saw a happier crew!
"Indians! Indians!" Columbus cried;
His heart was filled with joyful pride.
But "India" the land was not;
It was the Bahamas, and it was hot.
The Arakawa natives were very nice;
They gave the sailors food and spice.
Columbus sailed on to find some gold
To bring back home, as he'd been told.
He made the trip again and again,
Trading gold to bring to Spain.
The first American? No, not quite.
But Columbus was brave, and he was bright.
4. Text p. 74-77
5. BrainPop Jr. http://www.brainpopjr.com/socialstudies/holidays/columbusday/movie.swf
6. Online Story with Quiz from BBC Schools http://www.bbc.co.uk/schools/famouspeople/standard/columbus/index.shtml#focus
7. Exchanging Goods
Activity from Age of Exploration - Choose Columbian Exchange from bottom menu. http://wt2.cherokee.k12.ga.us/bill.burton/FlashFiles/EuropeanExplorers8.swf
Your Lunch - Than & Now http://www2.scholastic.com/browse/article.jsp?id=3748146
8. Activities for The Mariners' Museum http://www.mariner.org/educationalad/ageofex/activities.php
9. Jeopardy Game Christopher Columbus
Day 2 Cabral, Vespucci, Balboa, & Magellan
2. Text p. 78-79
3. On a world map draw Columbus's and Balboa's routes. (Compare and Contrast)
4. Begin timeline of explorers
explorers_timeline.htm & explorers_timeline2.htm
5. From Activities from The Mariners' Museum have students create a compass. http://www.mariner.org/educationalad/ageofex/activities.php
Day 3 Spain Explores the Americas (Hernan Cortes, Pizarro, Ponce de Leon, DeSoto, Coronado)
2. Text p. 82-86 & 88-89
3. Add Pizarro's & DeSoto's routes the the map.
4. Spanish Missions
The Spanish empire in the New World was ruled for the king of Spain by two men called Viceroys. Each controlled one area. One Viceroy controlled for the Kingdom of New Spain. This included Mexico, the islands of the West Indies, and North America. The other Viceroy controlled the Kingdom of Peru. This also included Panama and the Spanish land in South America. The Viceroys made sure the king's laws were followed and taxes were collected.
Conquistadors were soldiers and leaders who helped take over the land from the Indians. They treated the Indians like slaves.
Missionaries were Catholic priests. They built missions throughout Spanish territory. The missions were built like forts because the Indians often attacked them. Many Indians lived on large farms owned by the Spanish. The large farms were called haciendas.
The Spanish brought the new crops of sugar cane, coffee, and cereal grains to the New World. The Indians introduced the Spanish to tobacco, potatoes, corn, chocolate from cacao beans, and squash.
The explorers were introduced to new foods they had never seen or tasted before. Chocolate was one of these foods. The cacao tree grew wild in America. In the early 1500's when Hernando Cortex conquered Mexico, the Aztec emperor Montezuma served him a drink called chocolate. Cortez brought the beverage back to Spain. With sugar, vanilla, and cinnamon added to sweeten the bitter drink, it became a favorite with the Spanish aristocracy. In the 1600s the drink won popularity among the upper classes in France and England. Make a cup of hot chocolate.
Make two lists: one of foods, plants, and animals that were familiar to the Old World and one of foods, plants, and animals that were familiar to the New World. Go here to compare your lists to the ones we made.
5. Add explorers to timeline.
6. View explorers routes on interactive map. http://www.cnn.com/SPECIALS/1999/millennium/16/multimedia/map.swf
7. Coloring pages http://www.freekidscoloring.com/explorers/spanish_explorers/
Day 4 Latitude and Longitude (i.e., Boston, Mexico City, Toronto, Charleston, Savannah, Washington D.C., Philadelphia, Santa Fe, Los Angeles)
1. Text pages 90-91
3. Interactive Lessons
4. Online Quiz http://www.mcwdn.org/MAPS&GLOBES/LatitudeQuiz.html
5. PowerPoint on Map Reading http://jc-schools.net/write/socst/readingmaps.ppt
Day 5 Review and Test
1. Age of Exploration http://wt2.cherokee.k12.ga.us/bill.burton/FlashFiles/EuropeanExplorers8.swf (many activities)
2. Chapter 4 Review
3. Chapter 4 Test
Explorer's Flash Cards