ALEX Learning Activity

  

Early European Explorers! (Part Two)

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  This learning activity provided by:  
Author: Megan Henderson
System:Dothan City
School:Carver Magnet School
  General Activity Information  
Activity ID: 2954
Title:
Early European Explorers! (Part Two)
Digital Tool/Resource:
Age of Exploration Project Directions & Template
Web Address – URL:
Overview:

In this activity, students will organize research about their assigned European Explorer (see Early European Explorers: Part One!). Students will use the guided research paper to direct their research into key topics and ideas about an Early European Explorer. 

This resource was created in partnership with Dothan City Schools.
  Associated Standards and Objectives  
Content Standard(s):
Social Studies
SS2010 (2010)
Grade: 4
Alabama Studies
2 ) Relate reasons for European exploration and settlement in Alabama to the impact of European explorers on trade, health, and land expansion in Alabama.

•  Locating on maps European settlements in early Alabama, including Fort Condé, Fort Toulouse, and Fort Mims
•  Tracing on maps and globes, the routes of early explorers of the New World, including Juan Ponce de León, Hernando de Soto, and Vasco Núñez de Balboa
•  Explaining reasons for conflicts between Europeans and American Indians in Alabama from 1519 to 1840, including differing beliefs regarding land ownership, religion, and culture
Unpacked Content
Strand: Economics, Geography, History, Civics and Government
Course Title: Alabama Studies (Alabama)
Evidence Of Student Attainment:
Students:
  • Locate on maps European settlements in early Alabama, including Fort Condé, Fort Toulouse, and Fort Mims.
  • Trace on maps and globes, the routes of early explorers of the New World, including Juan Ponce de León, Hernando de Soto, and Vasco Núñez de Balboa.
  • Explain reasons for conflicts between Europeans and American Indians in Alabama from 1519 to 1840, including differing beliefs regarding land ownership, religion, and culture.
Teacher Vocabulary:
  • settlement
  • European exploration
  • culture
  • expansion
  • trade (barter)
Knowledge:
Students know:
  • The location, purpose, and importance of European settlements including Fort Conde, Fort Toulouse, and Fort Mims in early Alabama.
  • The routes taken by early explorers including Juan Ponce de León, Hernando de Soto, and Vasco Núñez de Balboa.
  • Reasons for conflicts between Europeans and American Indians in Alabama from 1519 to 1840, including differing beliefs regarding land ownership, religion, and culture.
Skills:
The students will be able to:
  • Explain the impact of European explorers on trade, health, and land expansion in Alabama.
  • Locate on maps European settlements in early Alabama, including Fort Condé, Fort Toulouse, and Fort Mims.
  • Trace on maps and globes, the routes of early explorers of the New World, including Juan Ponce de León, Hernando de Soto, and Vasco Núñez de Balboa.
Understanding:
Students understand that:
  • There were specific reasons Europeans began exploring and settling in Alabama and this impacted existing settlements in Alabama.
Alabama Archives Resources:
Click below to access all Alabama Archives resources aligned to this standard.
Alabama Alternate Achievement Standards
AAS Standard:
SS.AAS.4.2- Using maps, demonstrate an understanding that people from Europe explored and settled in Alabama.
Learning Objectives:

Upon completion of the activity, students will be able to state the primary reasons why Early European Explorers pursued explorations to the "New World."

Students will research information to explain topics related to European Exploration, including motives, times, and impacts on the Americas.
  Strategies, Preparations and Variations  
Phase:
During/Explore/Explain
Activity:

1. The students will research their assigned European Explorer, using the guided research template to organize their thoughts into clear, concise research to answer key questions about Early European Exploration, including motives, impact on the native peoples/environments, and global impacts. 

2. Students will conduct their research alone, with teacher assistance. Students will need to be explicitly taught that copying and pasting information from the Internet is plagiarism. They will need to put their research in their own words to create clear communication.

3. Students may conduct their research using their digital devices under teacher supervision. If digital devices aren't available, the teacher can utilize print resources available in the classroom or in the school library.
Assessment Strategies:

The teacher will informally assess each student's research as the student is utilizing their research page. The teacher will help guide the student's research to key information on their assigned European Explorer, making sure the students are shifting through the information for relevant points.

For a formal assessment, please see Early European Explorers! Part Three. 
Advanced Preparation:

~Each student needs a copy of the linked guided research template.

~Students need to know their assigned European Explorer (please see Early European Explorers! Part One).
Variation Tips (optional):

Intervention~Tier II students may be overwhelmed by the amount of research. Teachers can break the research up into individual questions or chunks, or assign a partner to help with the research.

Extension~Advanced students can find additional interesting facts to their research. 
Notes or Recommendations (optional):
  Keywords and Search Tags  
Keywords and Search Tags: Age of Exploration Christopher Columbus, Cherokee, Chickasaw, Choctaw, Columbian Exchange, Creek, Creek Wars, de Balboa, diseases, European, exploration, Explorers, Henry Hudson, Hernando De Soto, Jacques Cartier, John Cabot, Juan Ponce de Leon, ReneRobert Cavelier, Samuel de Champlain