Download FRAME THE LESSON Resources/Materials

TEACHER:
CLASS: 5th Grade
DATE: September 7-8
M T W TH F
FRAME THE LESSON
Technology Shapes Exploration
Student Expectations Bundled in Lesson
Noun=Underline Verb=Italicize
Resources/Materials:
6A: apply geographic tools, including grid systems, legends, symbols, scales, and compass roses, to construct and
interpret maps
Pearson’s 5th Grade
Building Our Nation TE
(p. 88-95)
23C: explain how scientific discoveries and technological innovations in the fields of medicine, communication, and
transportation have benefited individuals and society in the United States
Objective/Key Understanding:



Analyze the impact on expansion of innovations such as improved maps, faster and safer ships, the astrolabe,
and the magnetic compass.
Summarize the efforts of the prince of Portugal to establish sea routes around Africa to Asia in order to increase
trade and gain riches for his country.
Identify Portuguese explorer Vasco de Gama as the first European to sail around the tip of Africa and reach India
Introduce Vocabulary Activity (p. )
Merchant
Technology
Slave trade
Navigation
Caravel
Astrolabe
Trading post
Critical Writing/Real World Connections:

You’ve just graduated from a school of navigation
in Portugal and have been assigned to a voyage.
Write a brief diary entry about your hopes for the
future as an explorer.

Are there any schools in the United States today
that are like Prince Henry’s school?
Closing Product/
Question/ Informal
Assessment:
Got it Questions 1-11
Rigor & Relevance
Stop and Check for Understanding- High Level Questions
Viking Explorers & Searching for Riches (p. 88-89)
 Why were Europeans among the first people to explore the world by sea?
 How did Eric the Red get his name?
 According to the Map, which present-day countries did Eric the Red and Leif Ericsson visit?
 Why did no Europeans explorers travel to North America for hundreds of years?
 European nations began to compete for control of trade routes. What does compete mean as it is used in this sentence?
 Increased trade between Europe and Asia led to what result?
Better Navigating Tools (p. 90)
 How do you know that Europeans had contact with many parts of the world?
 Point out that a magnetic compass always points north. If you were sailing in the middle of the ocean, how would this help you figure out the
direction in which you are traveling?
 Why do you think people today still learn how to use a magnetic compass?
 How do you think the astrolabe and the magnetic compass improved mapmaking?
 What types of maps do people still use when traveling on land or sea today?
Improved Shipbuilding (p. 91)
 What can you infer about Portuguese sailors based on the improvements they made to shipbuilding?
 What was a likely consequence of so many Portuguese improvements to shipbuilding and sea travel?
 What three aspects of the caravel made it an excellent ship for transporting goods from far away?
 What does the word replica in the photo caption tell you?
 Why is it significant that caravels were even strong enough to sail across the Atlantic Ocean?
Portuguese Explorers (p. 92-93)
 Why did Prince Henry want to open a navigation and mapmaking school?
 Why would it be helpful for sailors and mapmakers to work together?
 What does the picture of the fort tell you about Portuguese explorers?
 What question about technological developments could you ask a student at Prince Henry’s school?
 How were the Portuguese different from other groups or countries that took part in the slave trade?
 What made the slave trade a cruel practice?
 The Portuguese were excellent sailors. How did that help them get involved with the slave trade?
 Are there any schools in the United States today that are like Prince Henry’s school?
Reaching India (p. 94)
 Why did the Portuguese want to be the first explorers to reach Asia by sea?
 Why did the Portuguese name the tip of Africa the Cape of Good Hope?
 What did Vasco de Gama do that was so important for Portugal?
 Look at the map titled Portuguese Explorers, 1487-1499. Use your finger to draw a possible land route to Asia that traders may have
followed in the 1400s. Why do you think Portuguese explorers didn’t take this shorter land route to Asia?
Engage
Explore
Introduce the Key Idea & Vocabulary (p.88)

Read to the class the Key Idea: “I will know that advances in technology helped Europeans explore trade routes and settle in new places.” Tell students in this lesson they will
be learning about this quote and what it means to American History.

Go online to access the Lesson Introduction and discuss the Big Question and lesson objective (p. 88).

Students are to complete the Using the Words to Know Worksheet before reading the lesson.
Divide the class into groups. Each group is to read a section and be prepared to discuss and share findings with the class.





Viking Explorers & Searching for Riches (p. 88-89)
Better Navigating Tools (p. 90)
Improved Shipbuilding (p. 91)
Portuguese Explorers (p. 92-93)
Reaching India (p. 94)
Students are to read assigned sections and be prepared to share findings with class.
Explain
Elaborate
Evaluate
Viking Explorers (p. 88-89)
 Because the sea surrounds Europe on three sides, Europeans long ago learned to travel the ocean. At first, most European sailors stayed close to land. Then
new types of ships and sailing instruments improved sea travel. Brave sailors set out for new lands and riches. Most looked for routes to trade with Asia. A
few explores found their way to North America.
Searching for Riches (p. 89)
 In 1001, Ericsson founded a settlement in what is today Canada. This Viking outpost did not last long. It would be hundreds of years before Europeans
returned to North American shores. Europeans did not take an interest in sea exploration again until the 1400s. What caused explores to sail beyond the
familiar ocean waters around them?
Better Navigating Tools (p. 90)
 Although a sea route from Europe to Asia would be longer than a land route, traveling by sea was faster. Sailors had begun using navigation tools that
improved sea travel. Navigation is the process sailors use to plan their course and find their location far from land.
Improved Shipbuilding (p. 91)
 New shipbuilding technology made ocean travel easier in the 1400s. Technology is the use of scientific knowledge and new ideas to create practical tools that
improve lives. In earlier times, heavy ships moved slowly, propelled by square sails. In the early 1400s, Portuguese shipbuilders discovered a way to improve
sea transportation. They invented a new kind of sailing ship called the caraval.
Portuguese Explorers (p. 92-93)
 Portugal led the search to find a sea route to Asia. Its location on the western coast of Europe made it a perfect place for sailors to start their journeys. Also,
Portuguese rulers encourage exploration. They often provided the money sailors needed to make expensive sea voyages.
Reaching India (p. 94)
 Prince Henry spent nearly 40 years providing money for voyages to Africa’s western coast. However, his expeditions never managed to sail all the way around
the tip of Africa. After Henry died in 1460, other Portuguese sailors continued searching for a sea route to Asia.
Questions from the Stop and Check for Understanding- High Level Questions are to be used here.
(Please see this from above).
Students will demonstrate mastery by completing the Got It Questions:

This map shows Viking travels. Complete the route that Eric the Red might have taken from Norway to Greenland.

Fill in the conclusion based on the facts given.

Explain the purpose of these navigation tools, used by sailors during the 1400s.

This map is from the early 1400s. Identify three reasons why maps don’t look the same today.

Label details in the painting of Prince Henry’s school that show it is a navigation school.

Fill in the boxes with details about Portuguese exploration.

Draw clouds where Dias encountered storms. Write 5 where De Gama traded for spices.

Portuguese rulers paid the expenses of exploring for trade routes. How did Portugal benefit from Vasco de Gama’s voyage to India?

You’ve just graduated from a school of navigation in Portugal and have been assigned to a voyage. Write a brief diary entry about your hopes for the future as an explorer.

What new kind of ship was built in the 1400s? Explain how this scientific discovery may have benefited society in the United States today.
TEACHER:
CLASS: 5th Grade
DATE: September 9-10
M T W TH F
FRAME THE LESSON
Using Timelines
Student Expectations Bundled in Lesson
Noun=Underline
Verb=Italicize
Resources/Materials
24C: organize and interpret information in outlines, reports, databases, and visuals, including graphs, charts, timelines, and
maps
Pearson’s 5th Grade
Building Our Nation
TE
(p. 96-97)
Objective/Key Understanding:



Know how to read a timeline and
determine the order of events.
Understand how to correctly order
events in a timeline.
Demonstrate how to make a timeline
from events in their own lives.
Closing Product/ Question/ Informal Assessment:
Rigor & Relevance: (Real World
Connection)

Develop your own timeline. List at
least four major events that have
happened to you during your life. Then
organize these events and insert them
on a timeline that you draw.
Stop and Check for Understanding- High Level Questions
Preview the Skill (p. 96)
 Are any of the events unimportant?
 How can timelines help us quickly learn about history?
Practice the Skill (p. 96)
 Why is the year 1419 important?
 How many years passed between the time Prince Henry opened his school and Dias rounded
the Cape of Good Hope?
Try It (p.97)
 Read the paragraph on page 97 about Christopher Columbus’s first three voyages. Then
organize and use the information to make a timeline.
 List the four dates mentioned in the paragraph. Then write a short description of the event that
happened on each date.
 Interpret the information in your list to complete the timeline below.
 Develop your own timeline. List at least four major events that have happened to you during
your life. Then organize these events and insert them on a timeline that you draw.
Engage
Explore
Explain
Elaborate
Evaluate
Preview the Skill (p.96)
Show students a timeline of important events in the lives of two familiar people , such as the President of the United States and a famous athlete. Read
through the events on the timelines, and have students identify the ones that they think are the most significant.
 Are any of the events unimportant?
 How can timelines help us quickly learn about history?
Using Timelines (p.96)
Build background knowledge by sharing with students the following information.
 A timeline is a diagram that organizes information in sequence, or the order in which events occur. You can use a timeline to interpret the
timeframe of events, and understand whether events happened before or after each other. Timelines also help you see whether events happened
at almost the same time or were far apart in time.
Instruction is then differentiated to meet the varied needs of students as follows:
Special Needs:
 Have students tell their activities for a typical day: when they get up, eat breakfast, go to school, etc. help them record their responses on a
timeline using 1-hour intervals.
Extra Support:
 On the board, write a list of national holidays. Guide volunteers to write the appropriate dates beside each holiday. Guide students to create a
timeline that is divided into months and to write the holidays at the appropriate points.
On-Level:
 Have students work in pairs to create a timeline with words, numbers, and even pictures of events introduced in Chapter 2. Before they make
their timeline, they should decide on the best way to divide it into periods.
Challenge/Gifted:
 Have students create a timeline for a person of their choice mentioned in Chapter 2. Tell them to draw the timeline on a large sheet of poster
board and include as many important details about the person’s life as possible. They should decorate their timelines with pictures, drawings,
and even quotes that relate to the events they include.
Preview the Skill (p. 97). Direct Students’ attention to the Try It section. Discuss the time span of the timeline (5years) and the length of the periods
(1year). Then have them fill in the timeline with events they listed on the chart. Remind them that he events need to be place in the correct order in the
timeline.
 Go online to find the Skills Tutorial for this lesson (p. 97).
After students learn about using timelines, use the ELPS support note on page 88b to help the English Language Learners.
ELPS Strategy 4.F.2
Have students use the sentences and pictures in the lesson as context clues to develop specialized vocabulary.
Beginning
 Help student paraphrase these phrases from Lesson 1: plan their course (“decide how to get somewhere”), sea route (“a planned way to go at
sea”), land route (“a planned way to go on land”), triangular sails (“sails with three sides”),. Invite students to create pictures to remember the
phrase.
Intermediate
 Point out that there are special map-related meanings of several common words. Discuss different meanings of these terms: scale, compass,
rose, (and compass rose), and key, including their map readings. Have students locate each of the items on the map on page 88.
Advanced
 Have students maintain a “nautical dictionary “of words and phrases they find in the text that relate to traveling in ships. Have them write
sentences using the nautical meanings.
Advanced High
 Have students list technology terms and tools they find discussed in the lesson. Then have them prepare a second list of modern-day
technological devices and terms. Have students read their lists aloud and then compare the fifteenth century and twenty-first century tools.
Have students work in groups to complete the Apply Activity. Alternatively, this activity can be assigned as homework.
Try It (p. 97)
 Read the paragraph on page 97 about Christopher Columbus’s first three voyages. Then organize and use the information to make a timeline.
 List the four dates mentioned in the paragraph. Then write a short description of the event that happened on each date.
 Interpret the information in your list to complete the timeline below.
 Develop your own timeline. List at least four major events that have happened to you during your life. Then organize these events and insert
them on a timeline that you draw.
TEACHER:
CLASS: 5th Grade
DATE: September 11
M T W TH F
FRAME THE LESSON
Explorers for Spain
Pearson’s 5th Grade
Student Expectations Bundled in Lesson
Noun=Underline
Verb=Italicize
1A: explain when, where, and why groups of people explored, colonized, and settled in the United States, including the
search for religious freedom and economic gain
Building Our Nation TE
(p. 98-105)
17D: describe the origins and significance of national celebrations such as Memorial Day, Independence Day, Labor
Day, Constitution Day, Columbus Day, and Veterans Day;
24C: organize and interpret information in outlines, reports, databases, and visuals, including graphs, charts, timelines,
and maps
:
Objective/Key Understanding:




Explain that the king and queen of Spain were motivated to send explorers to the Americas by a desire for
profit and to spread Christianity.
Describe how Columbus sailed west to reach Asia but landed on a continent unknown to most Europeans.
Summarize the efforts of Spanish explorers following Columbus to search the Americas for sources of wealth.
Define colony and describe Spain’s colonies in the Americas.
Closing Product/
Question/ Informal
Assessment:
Rigor & Relevance (p. 105)
You may want to assign the personal feelings Got It question as homework. Have students make a list of possible personal feelings (positive and
negative) before they begin writing. Decide how students can share their answers-in pairs, in groups, or as a read aloud to the class. Discuss which
writers seem the most excited and which seem the most worried.
Critical Writing
Vocabulary
You are in Spain and have signed on with Columbus for a voyage he is planning. Describe
how you feel when you find out that Columbus wants to sail west across the Atlantic Ocean
Patron
conquistador
colony
Circumnavigate
expedition
Stop and Check for Understanding- High Level Questions
Columbus Sets Sail (p. 98-99)
 Why were Europeans among the first people to explore the world by sea?
 What do you think Columbus will find when he sails west from Europe?
 Study the painting that shows the Taino meeting Columbus. What evidence do you see that Columbus and the Taino didn’t immediately trust each other?
 Read Columbus’s journal entry. Why would his crew be happy to see land and berries?
 Why did Columbus believe that he had reached Asia?
 What are some of the things Columbus might have needed to pay for to make his long journey?
 Would modern-day captains have the same bills to pay? How do you know?
 Why do you think the first town Columbus founded in the Americas was called La Isabela?
Cortes and the Aztecs (p. 100)
 How do you know that the newly discovered land between Europe and Asia was valuable?
 How do you know Cortes and his crew were more interested in claiming land than in exploration?
 Read the quote from Hernan Cortes. Is this an example of a fact or an opinion?
 Based on his quote, does Cortes seem to admire Moctezuma or look down on him? How do you know?
 How does Cortes’s actions contrast with his quote?
Ferdinand Magellan (p. 101)
 Why did Cortes and Magellan sail with such different purposes?
 Why was Magellan’s travel route along the coast of South America?
 What do you think Magellan is doing in the painting?
 Why didn’t Magellan realize that the journey to Asia from South America would be a long one?
 What positive and negative feelings did the crew members who completed the journey probably have when they arrived in Spain?
 Even though Magellan did not complete the journey, what did his trip prove about sailing to Asia?
Exploring the North (p. 102)
 The test says, “There he heard myths about a magical spring that could turn old people young.” What are myths?
 Why did Ponce De Leon choose the name Pescua Florida, which means “East flowers” in Spanish?
 What were some of the first reactions of American Indians who met the Europeans? How did their reactions probably change over time?
 According to the map, who explored farthest in what is now the southeastern United States?
 Why did the American Indians get into fights with the Spaniards?
Coronado’s Expedition (p. 103)
 What were both Ponce de Leon and Coronado looking for?
 What do you think Coronado is thinking in the image of him on this page?
 What can you infer about European exploration of the American Southwest before Coronado? How do you know?
 What does the word but in each fact sentence tell a reader?
 What was Coronado’s motivation to explore?
 Do people explore in search of riches today? What happens most of the time?
Settling in the Americas (p. 104)
 What did the Spaniards show by calling their colony in North America New Spain?
 Why did American Indians fight with the Spaniards?
 Why do you think that Spanish is the main language spoken in Mexico and most Caribbean islands today?
 List four reasons colonists settled New Spain.
 Did everyone benefit from the establishment of New Spain?
Engage
Explore
Explain
Elaborate
Evaluate
Introduce the Key Idea & Vocabulary (p.98)
 Read to the class the Key Idea: “I will know that Columbus and other explorers sailed west hoping to reach Asia.” Tell students in this lesson they will be
learning about this quote and what it means to American History.
 Go online to access the Lesson Introduction and discuss the Big Question and lesson objective (p. 98).
 Students are to complete the Using the Words to Know Worksheet before reading the lesson.
Divide the class into groups. Each group is to read a section and be prepared to discuss and share findings with the class.
 Columbus Sets Sail (p. 98-99)
 Cortes and the Aztecs (p. 100)
 Ferdinand Magellan (p. 101)
 Exploring the North (p. 102)
 Coronado’s Expedition (p. 103)
 Settling in the Americas (p. 104)
Students are to read assigned sections and be prepared to share findings with class.
Columbus Sets Sail (p. 98-99)
 Christopher Columbus was a man with a bold plan. By the late 1400s, explorers had already reached Asia by sailingeast from Europe. Columbus wanted to
find a new route to Asia by sailing west across the Atlantic Ocean.
Cortes and the Aztecs (p. 100)
 News of the discovery of a land between Europe and Asia spread quickly throughout Europe. Soon, other Europeans set sail for the Americas. In the early
1500s, a group of Spanish soldiers, later called conquistadors, or conquerors, arrived.
Ferdinand Magellan (p. 101)
 In 1519, another explorer set sail from Spain. Ferdinand Magellan, an expert navigator, commanded five ships. Like Columbus, he hoped to reach Asia by
sailing west. Magellan traveled south along the coast of South America until he found a strait, or narrow waterway, leading to the Pacific Ocean.
Exploring the North (p. 102)
 Spanish conquistadors explored other parts of North America in search for riches. Juan Ponce de Leon settled the island of Puerto Rico in 1508. There he
heard myths about a magical spring that could turn old people young. The stories were not true.
Coronado’s Expedition (p. 103)
 Another Spanish explorer, Francisco Vasquez de Coronado, also wanted to search for treasure in the Americas. While serving as a Spanish leader in Mexico,
he had heard rumors of a rich kingdom to the north called cibola. This mythical land was supposed to be filled with gold, silver, and jewels. Others had looked
for it, but none had found it.
Settling in the Americas (p. 104)
 In 1535, Spain established the colony of New Spain in North America. A colony is a settlement or area far from the country that rules it. New Spain became an
important part of the Spanish empire. Over time, New Spain would expand to include many islands in the Caribbean, as well as large parts of North and South
America.
Questions from the Stop and Check for Understanding- High Level Questions are to be used here.
(Please see this from above).
Students will demonstrate mastery by completing the Got It Questions:
 This painting shows the Tainos meeting Columbus and his crew at the landing. Circle details that show contrasts between the Tainos and the Europeans.
 Write two more reasons for Columbus’s voyages in the ovals.
 This painting by a Spanish missionary in the 1500s shows a battle between Cortes’s soldiers and Aztec warriors near Tenochititlan. The Aztec’s are using
spears and wearing quilted cotton armor. Circle and compare the weapons and armor of the Aztecs to what the Spanish had. Who had the advantage and why?
 Fill in the Venn diagram with information about the voyages of Cortes and Magellan
 Write a conclusion based on the facts.
 Fill in the missing effects in the graphic organizer.
 What conclusion can you draw about life for American Indians in New Spain?
 You are in Spain and have signed on with Columbus for a voyage he is planning. Describe how you feel when you find out that Columbus wants to sail west
across the Atlantic Ocean.
 Analyze what you’ve read about religious motivations for Spanish exploration. What can you infer about the religious freedom of Spanish settlers in New
Spain?