Survey
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
Project GLAD Santa Clara Unified School District October, 2002 EXPLORATION Grades 4/5 By Patti Jenkins, Angela Kostamo, Pat McGuire IDEA PAGES I. UNIT THEME: EXPLORATION: Understanding: Human beings, through need, greed, or curiosity have always explored and will continue to explore unknown places. Causes and effects of exploration How New World and Old World cultures were influenced by explorers Impact of exploration on Native American and other cultures Importance of exploration’s influence in the world II. FOCUS / MOTIVATION Realia Inquiry Chart Challenge Question with Picture File Cards Observation Charts Poem Big Book T Graph for Social Skills III. CLOSURE Reprocess all charts Ongoing Assessment – Learning Logs Team Task – Big Book by Each Expert Group Personal Response to Explorers – Which one of these explorations would you have wanted to be a part of and why? Add to living wall ( conversation bubbles, replace pictures w/ dwgs.) Letter home to parents – evaluation of the week Teacher / student generated test 1 IV. CONCEPTS All explorers have certain entrepreneurial characteristics in common. There were, and continue to be, technological developments that make explorations possible. Explorations inevitably change the world and the people who live in it. The following explorers caused great changes in our world: Paleo-Americans who were a nomadic tribe of humans crossed the Bering land bridge from Asia to North America between 60,000 and 12,000 B.C. Leif Erickson and the Vikings from Scandinavian countries discovered Iceland and Greenland (770 AD) and later explored the northeastern coast of North America and established a colony there. (986 AD) Marco Polo’s book, The Description of the World, about the riches of the Orient along the Silk Trail, ignited future expeditions. (1271 AD) Christopher Columbus, sailed west in search of a shorter water route to Asia, and instead made 4 voyages to The Americas. (1490s AD) Magellan, after 3 years of sailing, was the first to circumnavigate the world. (1522) Juan Cabrillo led the first European expedition for Spain along the coast of California. (1542 – 1543) Sir Francis Drake explored the west coast and claims California for England. (1577) Gaspar de Portola, one of the leaders of the “Sacred Expedition” that included Father Junipero Serra marked the beginning of European cultural and religious colonization of California. (1769) Lewis and Clark led expeditions, mapped, and explored lands in the Louisiana Territory all the way to the Pacific Ocean. (1804) Gertrude Bell, an English woman, archeologist, historian, and spy, explored the deserts and the peoples of Saudi Arabia. (1913) Jaques Cousteau, a Frenchman, invented scuba gear and used it to explore the ocean. (1943) Auguste Piccard, a Swiss scientist, built the first submersible and traveled to the depths of the ocean. (1960) Yuri Gagarin, a Russian, was the first human to fly into space. (1961) 2 Valentina Tereshkova, a Russian woman, was the first woman to go on a space flight. (1963) Armstrong, Aldrin, and Collins, American astronauts, were the first humans to walk on the moon. (1969) History/Social Science Standards 4.2 Students describe the social, political, cultural and economic life and interactions among people of California from the pre-Columbian societies to the Spanish mission and Mexican rancho periods in terms of: 2. the early land and sea routes to, and European settlements in, California with a focus on the exploration of the North Pacific, noting the physical barriers of mountains, deserts, ocean currents, and wind patterns (e.g. Captain Cook, Valdez, Vitus Bering, Juan Cabrillo) 3. the Spanish exploration and colonization of California, including the relationships among soldiers, missionaries and Indians (e.g. biographies of Juan Crespi, Junipero Serra, Gaspar de Portola). 5.2 Students trace the routes and describe the early explorations of the Americas, in terms of: 1. the entrepreneurial characteristics of early explorers (e.g. biographies of Columbus, Coronado) and the technological developments that made sea exploration by latitude and longitude possible (e.g. compass, sextant, astrolabe, seaworthy ships, chronometers, gunpowder). 2. the aims, obstacles, and accomplishments of the explorers, sponsors, and leaders of key European expeditions, and the reasons Europeans chose to explore and colonize the world (e.g. the Protestant Reformation, the Spanish Reconquista). 3. the routes of the major land explorers of the United States; the distances traveled by early explorers; and the Atlantic trade routes that linked Africa, the West Indies, the British colonies, and Europe 3 V. VOCABULARLY 1. ampoletta 2. archaeologist 3. astrolabe 4. astronauts 5. Bering Land Bridge 6. caravels 7. carrack 8. cartographer 9. chronological order 10. chronometers 11. circumnavigate 12. colonization 13. compass 14. compass rose 15. conquerors 16. convert 17. cross staff 18. diseases 19. entrepreneur 20. Europeans 21. expedition 22. explorer 23. galleon 24. hardships 25. Ice Age 26. inhabitants 27. latitude 28. log 29. longitude 30. merchant 31. mutiny 32. nomadic 33. oceanographer 34. Orient 4 35. Paleo-American 36. scientists 37. scuba 38. Silk Road 39. small pox 40. Spaniard 41. submersible 42. triangular sails 43. voyage 44. Western Hemisphere 5 VI. ORAL LANGUAGE/READING/WRITING SKILLS – ELA 4th Grade Reading: 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development Students understand the basic features of reading. They select letter patterns and know how to translate them into spoken language by using phonics, syllabication, and word parts. They apply this knowledge to achieve fluent oral and silent reading. 1.1 Read narrative and expository text aloud with gradeappropriate fluency and accuracy and with appropriate pacing, intonation, and expression. 1.4 Know common roots and affixes derived from Greek and Latin and use this knowledge to analyze the meaning of complex words. 1.6 Distinguish and interpret words with multiple meanings 2.0 Reading Comprehension Students read and understand grade-level-appropriate material. They draw upon a variety of comprehension strategies as needed (e.g., generating and responding to essential questions, making predictions, comparing information from several sources). 2.1 2.2 2.3 2.6 Identify structural patterns found in informational text (e.g., compare and contrast, cause and effect, sequential or chronological order, proposition and support) to strengthen comprehension. Use appropriate strategies when reading for different purposes (e.g., full comprehension, location of information, personal enjoyment). Make and confirm predictions about text by using prior knowledge and ideas presented in the text itself, including illustrations, titles, topic sentences, important words, and foreshadowing clues. Distinguish between cause and effect and between fact and opinion in expository text. 6 4th Grade Listening and Speaking 1.0 Listening and Speaking Strategies Students listen critically and respond appropriately to oral communication. They speak in a manner that guides the listener to understand important ideas by using proper phrasing, pitch, and modulation. 1.1 Ask thoughtful questions and respond to relevant questions with appropriate elaboration in oral settings. 1.2 Summarize major ideas and supporting evidence presented in spoken messages and formal presentations. 1.9 Use volume, pitch, phrasing, pace, modulation, and gestures appropriately to enhance meaning. 2.0 Speaking Applications (Genres and Their Characteristics) Students deliver brief recitations and oral presentations about familiar experiences or interests that are organized around a coherent thesis statement. Student speaking demonstrates a command of standard American English and the organizational and delivery strategies outlined in Listening and Speaking Standard 1.0. 2.4 Recite brief poems (i.e., two or three stanzas), soliloquies, or dramatic dialogues, using clear diction, tempo, volume, and phrasing. 4th Grade Writing 1.0 Students write clear, coherent sentences and paragraphs that develop a central idea. Their writing shows they consider the audience and purpose. Students progress through the stages of the writing process (e.g., prewriting, drafting, revision, editing successive versions). 1.2. Create multiple-paragraph compositions. 1.3 Use traditional structures for conveying information (e.g., chronological order, cause and effect, similarity and difference, and posing and answering a question). 1.10 Edit and revise selected drafts to improve coherence and progression by adding, deleting, consolidating and rearranging text. 2.0 Writing Applications (Genres and Their Characteristics) 7 Students write compositions that describe and explain familiar objects, events, and experiences. Student writing demonstrates a command of standard American English and the drafting, research, and organizational strategies outlined in Writing Standard 1.0. 2.4 Write summaries that contain the main ideas of the reading selection and the most significant details. 5th GRADE Reading 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development Students use their knowledge of word origins and word relationships, as well as historical and literary context clues, to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level-appropriate words. 1.1 2.0 Read aloud narrative and expository text fluently and accurately and with appropriate pacing intonation, and expression. Reading Comprehension (Focus on Information Materials) Students read and understand grade-level-appropriate material. They describe and connect the essential ideas, arguments, and perspectives of the text by using their knowledge of text structure, organization, and purpose. 2.1 2.2 2.3 2.4 2.5 Understand how text structures (e.g., format, graphics, sequence, diagrams, illustrations, charts, maps) make information accessible and usable. Analyze text that is organized in sequential or chronological order. Discern main ideas and concepts presented in texts, identifying and assessing evidence that supports those ideas. Draw inferences, conclusions, or generalizations about text and support them with textual evidence and prior knowledge. Distinguish facts, supported inferences, and opinions in text. 8 5th GRADE Listening and Speaking 1.0 Listening and Speaking Strategies Students deliver focused, coherent presentations that convey ideas clearly and relate to the background and interests of the audience. They evaluate the content of oral communication. 1.1 Ask questions that seek information not already discussed. 1.5 Clarify and support spoken ideas with evidence and examples. 5th GRADE Writing 1.0 Writing Strategies Students write clear, coherent, and focused essays. The writing exhibits the students’ awareness of the audience and purpose. Essays contain formal introductions, supporting evidence, and conclusions. Students progress through the stages of the writing process as needed. 1.1 Create multiple-paragraph narrative compositions 1.2 Create multiple-paragraph expository compositions 1.6 Edit and revise manuscripts to improve the meaning and focus of writing by adding, deleting, consolidating, clarifying, and rearranging words and sentences. 9 3RD-5th ELD Standards Listening and Speaking B Begin to speak with a few words or sentences, using some English phonemes and rudimentary English grammatical forms (e.g.,single words or phrases). EI Begin to be understood when speaking, but may have some inconsistent use of standard English grammatical forms and sounds (e.g., plurals, simple past tense, pronouns he/she). I Be understood when speaking, using consistent standard English grammatical forms and sounds; however, some rules may not be in evidence (e.g., third person singular, male and female pronouns). EA Be understood when speaking, using consistent standard English grammatical forms and sounds, intonation, pitch, and modulation, but may have random errors. A Speak clearly and comprehensibly using standard English grammatical forms, sounds, intonation, pitch and modulation. 3RD-5th ELD Standards Reading Fluency & Systematic Vocabulary Development B Read aloud simple words in stories or games (e.g., nouns and adjectives). EI Read simple vocabulary, phrases, and sentences independently. EA Use decoding and knowledge of academic and social vocabulary to achieve independent reading. A Apply knowledge of academic and social vocabulary to achieve independent reading. Reading Comprehension B Identify the main idea in a story read aloud using key words and/or phrases. EI Read and orally identify the main ideas and use them to draw inferences about written text using simple sentences. I Read and use detailed sentences to orally identify main ideas and use them to make predictions and provide supporting details for predictions made. EA Describe the main ideas and supporting details of a text. 10 A Describe main ideas and supporting details, including supporting evidence. Writing Strategies & Applications B Label key parts of common objects. EI Use drawings, pictures, lists, charts, and tables to respond to familiar literature using simple sentences. EI Write an increasing number of words and simple sentences appropriate for language arts and other content areas. I Use more complex vocabulary and sentences appropriate for language arts and other content areas. EA Use complex vocabulary and sentences appropriate for language arts and other content areas. A Write short narratives that include examples of writing appropriate for language arts and other content areas. 11 VII. MATH/SCIENCE/HISTORY/SOCIAL SCIENCE SKILLS Participation and study skills Map skills - introduce latitude and longitude Observation skills Organizing and classifying Comparing and contrasting Introduce intersections and coordinates of grid Inferring and predicting Sequencing and grouping Measurement Scientific thinking processes: observing, communicating, comparing, ordering, categorizing, relating, inferring, applying VIII. Resources and Materials Realia Music Spices Crusade Dolls Silk Gold Compass Crown Medieval Costume Explorer Costume Diving Gear Map of Venice Foods and products exchanged between Old & New World Teacher Resources Copeland, Peter F., Exploration of North America Newsweek Magazine. July 8, 2002. Lewis & Clark. Nicholson and Watts, The Vikings Nugent, Glenda, Explorers Theme Series 12 Platt, Richard, Explorers Pofahl, Jane, Early Explorers Sims, Glenda, Explorers – Social Studies Social Studies Framework Social Studies Standards Social Studies Textbooks – Houghton Mifflin Social Studies Textbooks - McGraw Hill Sterling, Mary Ellen, Explorers, Thematic Unit Strohl and Schneck, Explorers, Cooperative Learning Activities Wilbur, C. Keith, Early Explorers of North America Nonfiction Adler, David A., Picture Book of Christopher Columbus Ballard, Robert D., Exploring the Titanic Bourne, Russell, Christopher Columbus & Other Early Adventurers Challoner, Jack, The Atlas of Space Cole, Joanna, Magic School Bus Lost in the Solar System Columbus, Christopher, The Log of Christopher Columbus Darling, David J., Where Are We Going in Space? Davis, Amanda, Spaceships Dyson, John, Westward with Columbus Fradin, Dennis B., True Book of Explorers Fritz, Jean, Around the World in a Hundred Years George, Michael, Antarctica Gold, Susan Dudley, To Space and Back, Story of the Shuttle Grant, Neil, History Eye-witness Explorers Greene, Carol, True Book of Astronauts Harris, Nicholas, Journey to the Planets Healey, Tim, Timespan Explorers Hurwicz, Claude, Samuel de Champlain January, Brendan, Explorers of North America Knowlton, Jack, Maps and Globes Maestro, Betsy & Giulio, Explorations and Conquest Maestro, Betsy & Giulio, The Discovery of The Americas Miller, Ron, and Hartmann, William K., The Grand Tour, Traveler’s Guide to the Solar System National Council for the Social Studies, Seeds of Change 13 Parin D’Aulaire, Ingri & Edgar, Columbus Platt, Richard, Explorers –Pioneers Who Broke New Boundaries Rich, Louise Dickinson, New World Explorers Sammis, Fran, Maps and Mapmaking Shannon, Terry, Saucer in the Sea Sipiera, Diane M. and Paul P., Project Gemini Sipiera, Diane M. and Paul P., Project Mercury Sipiera, Diane M. and Paul P., Project Apollo Soule, Gardner, Antarctica Stefoff, Rebecca, Exploring the New World Syme, Ronald, Captain Cook, Pacific Explorer Tesar, Jenny, Space Travel Tomes, Margot, Where Do You Think You Are Going, Christopher Columbus? Wright, Rachel, The Viking News Zelon, Helen, The Apollo 13 Mission Zelon, Helen, The Endeavour Mission STS-61 Zelon, Helen, The Endeavour SRTM, Mapping the Earth Zelon, Helen, The Gemini IV Mission Zelon, Helen, The Mercury 6 Mission Literature Frost, Robert, Stopping By Woods On A Snowy Evening Hesse, Karen, Stowaway Raphael and Bolognese, Sacajawea, The Journey West Wilder, Laura Ingalls, The Long Winter Yolen, Jane, Encounter 14 Project GLAD Santa Clara Unified School District October, 2002 EXPLORATION - Grades 4/5 By Patti Jenkins, Angela Kostamo, Pat McGuire PLANNING PAGES I. FOCUS/MOTIVATION Music Realia Personal Experience Read Aloud – Encounter Dress in costume Big Book – Exploration Inquiry Chart (KW) Observation charts Picture file cards Scouts Team Points Historian Awards II. INPUT Narrative – Columbus Pictorial – Armstrong, Aldrin, and Collins World Map of Exploration Pictorial – Columbian Exchange Vocabulary 10/2 Read Aloud Poetry/Chants Expert Groups Clunkers and Links SQ3R Graphic Organizer Discussion 15 III. GUIDED ORAL PRACTICE Process grid Farmer in the Dell T-graph and team points Poetry, Chants 10/2 Sentence frames Read aloud Author’s chair Expert groups Picture file Activities Flip Chant IV. READING / WRITING Writers’ Workshop Class Book Write and sketch Listen and sketch Farmer in the Dell Cooperative strip paragraph Group frame paragraph Big Book Ear to ear reading Process grid Learning logs Read the walls Story map Poetry books Strip book V. EXTENDED ACTIVITIES Food of the explorers Class big book VI. CLOSURE Student/Teacher Generated Quiz Reprocess charts Team Presentations 16 o Final project - presentation of big book pages o Team Evaluations o Team Task – Team Choice Closure – gift box 17 Project GLAD Santa Clara Unified School District EXPLORATION 4/5 SAMPLE DAILY LESSON PLAN Day 1: FOCUS / MOTIVATION Realia – Marco Polo Period Costume Introduction (with music) Class Rules Team Set up Scouts Historian Awards Portfolio Cognitive Content Dictionary with Signal Word – Chronological order Observation Charts – Gallery Walk Inquiry Chart (KW) Important Big Book INPUT Pictorial Input– World Map of Exploration 10/2 Learning Logs – 5 things – World of Exploration Small ELL group – Reprocess World of Exploration Chant – Marco Polo GUIDED ORAL PRACTICE T Graph for social skills -Cooperation T- Graph – Team points (Team Names: Cartographers, Entrepreneurs, Merchants, Oceanographers, Astronauts, Archaeologists, and Historians) Picture File Cards – Group Challenge – What chronological order would you put these cards in? Chant – Yes, Ma’am READING & WRITING Learning Logs Personal Interaction with Question – Which area of exploration do you wish you could have been a part of and why? Writing Workshop (Use Writing Workshop Source Books) Mini Lesson - Sketching as Brainstorming Independent Writing - Use Source Books Author’s Chair for Closure –Share and explain your sketch / brainstorm CLOSURE 18 Home School Connection – What new place have you gone recently to explore or where would you like to go to explore alone or with your family? What mode of transportation would you use? Chant – Explorers Poem 12-7R 19 Day 2: Project GLAD Santa Clara Unified School District EXPLORATION 4/5 SAMPLE DAILY LESSON PLAN FOCUS & MOTIVATION Realia – Explorer’s Costume (Gertrude Bell) Reprocess Observation Chart and area of exploration on world map of Bell Home /School Connection Review Team Points Signal Word – Cognitive Content Dictionary-(Cartographer) Poetry Reprocessing with Post-its (Explorers) -Model vocabulary defining -Model sketching in poetry booklet Review World Map Read Aloud – Encounter 10/2 Learning Log – How do you think the Taino boy felt about the strangers coming to his island? INPUT Pictorial Input – Armstrong 10/2 Chant – (Yes Ma’am) Reprocessing Narrative Input – Columbus 10/2 Conversation Bubbles of Narrative Story Map of Narrative Team Tasks: 1. Write 3 class rules & give an example of each 2. World Map label continents, oceans, areas and routes of explorers 3. Sketch and label Armstrong and his space suit 4. Team story map of Columbus narrative 5. Add two conversation bubbles to narrative Expert Groups – 1 group- (Columbus) GUIDED ORAL PRACTICE Farmer in the Dell – Noun: Explorers READING & WRITING Writer’s Workshop Mini Lesson – Different genres of writing – Poetry, Fiction, Non-fiction Independent Writing – Pay attention to the genre you are writing Closure – Graph of three types of writing – poetry, fiction, non-fiction Ear-to-ear Reading Poetry Booklet 20 CLOSURE Home-School Connection Home/School Connection – Find products in your home that came from the “Old World”. Make a list and sketch pictures of these things. 12-11R 21 Project GLAD Santa Clara Unified School District EXPLORATION 4/5 SAMPLE DAILY LESSON PLAN Day 3: FOCUS & MOTIVATION Chant – Lewis and Clark Home / School Connection Team Points Cognitive Content Dictionary – latitude and longitude Scouts INPUT Pictorial Input – Marco Polo Mind Map Team Tasks Continued 6. 10-15 Sentences on Team Farmer In The Dell 7. List or sketch and label Columbian Exchange Items 8. Write and sketch 5 ways to show cooperation SQ3R with Clunkers & Links – Expository Text Sample-(High Group) ELD Retell- World Map (Low ELL Group) GUIDED ORAL PRACTICE Process Grid READING & WRITING Chant – Bugaloo Cooperative Strip Paragraph – Compare and Contrast Write Revise Edit Real aloud – Encounter Learning Logs CLOSURE Student created quiz questions – (Each team writes 2 multiple choice questions) Think about the book Encounter. Write and sketch about a time when a new person moved into your neighborhood or home. What were your thoughts and feelings? 12-11R 22 Project GLAD Santa Clara Unified School District EXPLORATION 4/5 SAMPLE DAILY LESSON PLAN Day 4: FOCUS & MOTIVATION Chant Home/School Connection Team Points Cognitive Content Dictionary – student choice Scouts Reprocess Inquiry Chart GUIDED ORAL PRACTICE Explorers Here, Explorers There Flip Chant READING & WRITING Team Tasks Team Explorer’s Here, Explorers There Flip Chant Team Evaluation Sheet Big Book Page Reprocess Cooperative Strip Paragraph with small group (Struggling readers) Students read Coop Strip Paragraph aloud to adults Read aloud - Listen and sketch in Learning Log– Sacajawea Read the walls Ear to ear reading CLOSURE Student / Teacher Generated Multiple Choice Quiz Team presentation of Team Tasks 1. Important Big Book Page 2. Team Evaluations 3. Team Choice Gift Box with gifts from exploration 12-11R 23 EXPLORATION HOME / SCHOOL CONNECTION Day 1. Name___________________ Date______________ What new place have you gone recently to explore, or where would you like to go to explore alone or with your family? What mode of transportation did you or would you use? Please write and sketch pictures. 24 EXPLORATION HOME / SCHOOL CONNECTION Day 2. Name___________________ Date______________ Find products in your home that came from the “Old World”. Make a list of everything you found. Bring an example to school to share, if you can. 25 EXPLORATION HOME / SCHOOL CONNECTION Day 3. Name___________________ Date______________ Think about the book Encounter. Write about a time a new person moved into your neighborhood or home. What were your thoughts and feelings? 26 CHRISTOPHER COLUMBUS NARRATIVE – EARLY YEARS IN PORTUGAL By Patti Jenkins – October, 2002 My name is Christopher Columbus. I was born in Genoa, Italy, in 1451. My father was a weaver and a wool merchant. As a child, I wanted to sail. I had little formal education because my father was poor. He could not pay for my education. But I always read books about the ocean and stories about Marco Polo. He was my hero. Books were my best friends. I was a very skillful reader. I learned many interesting facts about the ocean from books. My favorite book was Marco Polo’s The Description of the World. PICTURE #1 When I was fifteen years old, I started sailing all around the Mediterranean Sea. I loved the ocean. I was also a very good navigator and an excellent mapmaker. The scientific name for mapmaker is cartographer. Do you know what a navigator is? When I was twenty-five years old, I moved to Portugal. I wanted to find out about the world and Portugal was the ideal place to be an explorer. PICTURE #2 I settled in the Portuguese capital, Lisbon. Take a look at these pictures that your teacher is showing you. Do you like Lisbon? It is a very old city on the coast. From my house in Lisbon I could see the ocean and the sailors from many lands loading and unloading cargo from ships. I also could see slaves being unloaded from ships. Do you remember who started the European slave trade? The Portuguese saw nothing wrong in enslaving Africans. PICTURE #3 27 I learned to find my way at sea using this magnetic compass and a map called a portolan, which was marked with criss-cross lines. Do you know that a compass has a magnetic needle that always points toward north? PICTURE #4 From Portugal I sailed on trading voyages in the Atlantic Ocean to Africa. I loved sailing. I was a happy man at sea. From these voyages I learned about the winds and currents of the sea. I also learned about the gold mines in Africa. It was around this time that I realized how much money I could make exploring new lands. All I could think about was the gold mines I saw in Africa. Gold here, gold there, gold, gold everywhere! GOLD! GOLD! GOLD! Picture #5 I knew that there were rich lands of gold on the other side of the Atlantic, and that it might be possible to reach them by sailing west. So, I began to work out a plan to sail west across the Atlantic Ocean and find the riches of the Indies. This was my great and only desire. Picture #6 I studied geography books to find evidence that this voyage was possible. I kept Marco Polo’s book beside me as I worked. However, I had a big problem. I did not have the money to make this voyage. I decided to find a royal sponsor. I thought that perhaps the King of Portugal would be interest in my plans. So, in 1484, I saw the Queen and explained my plan. Well, she did not believe me, and she turned me down. I did not give up! I needed to find another king that was willing to pay for my trip. Picture #7 28 I presented my plan to the King and Queen of Spain. I wanted them to believe me so I showed the King my map of the Atlantic Ocean and I also read to them my favorite books on geography. Well, the King and Queen did not believe me! They thought my plan was foolish. I did not give up! For six years I tried to convince the Royals to help me out in my plans, but I was rejected again and again. PICTURE #8 I was fed up! I packed my belongings and set off to France. I wanted to find another King in France. But before long, a miracle happened! A messenger caught up with me and told me that the Queen had changed her mind. I would sail to the Indies after all! And that’s when my New World adventure began! PICTURE # 9 29 30 31 32 Armstrong, Aldrin and Collins The purpose of the Apollo 11 mission was to land men on the lunar surface and to return them safely to earth. The crew of Apollo 11 was Neil Armstrong, Commander, Michael Collins, Command Module Pilot, and Edwin Aldrin, Lunar Module Pilot. The moment the world had waited for came on July 16th, 1969, when Apollo 11 was launched towards the moon from Florida space center in a spacecraft. After launching, the spacecraft was inserted into lunar orbit about 76 hours into the mission. After resting, Armstrong and Aldrin entered the lunar module preparing for descent to the moon surface. The lunar module landed in the Sea of Tranquility on July 20th, 1969. Astronauts Neil Armstrong and Edwin Aldrin became the first men to walk on the moon. As he took the first step, Armstrong made the now famous statement: “That’s one small step for man, one giant leap for mankind.” It was a moment of extraordinary excitement, broadcasted live to 600 million TV viewers on Earth. The astronauts stayed on the moon for nearly a day. They returned safely to Earth, and to a heroes’ welcome. 33 Was this mission worth it? At enormous cost, the astronauts recovered a few buckets of lunar stones. But the photographs they brought back were worth more than any dusty rock samples. The astronauts recorded images of the Earth, as we had never seen it before. These photographs brought new meaning and purpose to exploration. Suddenly our world seemed like a small and fragile globe, spinning in the vastness of space. After Apollo 11, there were more moon landings. Astronauts ran all sorts of scientific experiments as they spent longer time in space. 34 Lewis and Clark – The Louisiana Purchase, 1803 Some early American explorers were sent by the government to explore the wilderness. In 1803, President Thomas Jefferson purchased the Louisiana Territory from France for $15 million, doubling the size of the United States. This huge piece of land stretched west from New Orleans to the border of what is now Idaho and north to Canada. President Jefferson knew very little about this huge, new territory. However, he was excited to find out more. In 1804 Jefferson sent an expedition to explore Louisiana and all the land to the Pacific Ocean. He chose his assistant, Meriwether Lewis, to lead the trip. Lewis had served as an army officer. Jefferson told Lewis to write down everything he saw: people, landforms, plants, and animals. Lewis sent a letter to his friend, William Clark, an army officer, asking him to help lead the expedition. “My friend”, Clark wrote back, “I join you with hand in heart”. On May 14th, 1804, the explorers set out from St. Louis in three boats and dugout canoes. From 1804 to 1806, Lewis and Clark traveled 8,000 miles, from across the Rocky Mountains to the Pacific Ocean and back. 35 Behind this expedition was a brave Native American woman named Sacajawea. She joined Lewis and Clark and was the principal guide of the expedition. Lewis and Clark knew how lucky they were to have Sacajawea along when the expedition reached the Rocky Mountains. She was able to help them by communicating with other Native Americans and getting food and horses they needed to cross the Rockies. It took them 18 months to reach the Pacific Ocean! Lewis and Clark returned to Washington, D.C., in 1806. They had explored, mapped, and claimed land that stretched more than 3,000 miles. The maps that Lewis and Clark drew made it easier for new settlers to follow the way west. Lewis and Clark gathered information on 178 new kinds of plants, 122 new kinds of animals, and more than 40 Native American tribes. Because of their expedition, trappers, and later settlers, began moving into the new territory. 36 Gertrude Bell Gertrude Bell, born in 1868 in England, was an extraordinary woman. She lived at a time when women were usually not allowed to do anything outside their homes. But she was very bright, had a keen sense of adventure, and few things frightened her. She paid no attention to society’s rules for women, and so was able to become a mountaineer, a historian, and an archaeologist. She spoke two languages fluently, both English and Arabic. She was a curious person, and she loved to travel, especially to the desert. Gertrude Bell was independently wealthy and so was able to pay for her own expeditions. She made many trips to the Middle East because she found the silent, beautiful desert very intriguing. In 1913 she traveled by camel across the Syrian Desert looking for the city of Ha’il. She encountered many angry shepherds who did not want anyone, especially a woman, in their territory. They stole her equipment and supplies and threatened her and her guides. Luckily the shepherds’ leader, a sheik, rode up and recognized Bell’s guides. So, Bell was not killed and was allowed to continue her journey. 37 Bell mapped the desert as she went, measuring ancient ruins and finding water wells. She made notes and drawings of everything she saw. Finally she and her party arrived at Ha’il. She was not allowed to continue her journey. The officials of Ha’il held her prisoner. Bell became impatient and one day she announced to the authorities that she was leaving. The men were so impressed with her audacity that they did not stop her. She returned home. The information she gathered about water wells and the maps she drew on this trip and future desert expeditions were useful to the English soldiers in World War I. Her life story continues to be an inspiration to women everywhere. 38 Christopher Columbus Like many other Europeans in the 1400s, Columbus wanted to find a sea route to the Indies. The Indies were full of highly desirable spices, silk, and pearls. He persuaded the king and queen of Spain to sponsor his four voyages and provide three galleons. His dream of wealth and prestige spurred him forward in 1492. Columbus did not know how far west he would have to sail, but he and his crew were ambitious, brave, and adventurous. Five weeks after setting sail from Spain, Columbus landed on the island of Cuba. Thinking he had reached the Indies, he called the local people Indians. Little did Columbus know that he had landed in the Americas! His four historic voyages changed life for the Native Americans forever. The “Old World’s” diseases, food, culture, languages, and immigrants would forever change the “New World”. Stubborn to his dying day, Columbus insisted that he had reached Asia. Date and Place of Departure 39 40 POETRY BOOKLET EXPLORATION Name__________ Date____ 41 Explorers Exploration, good as gold, Continues through time, so I’ve been told. Space, land, Earth, sky and sea, Men and women have explored these. E-X-P-L-O-R-E-R-S! E-X-P-L-O-R-E-R-S! Frenchman Jacque Cousteau and searched the ocean deep, With help from Emily Gagnan, invented SCUBA in 1943. Continued wonderings of the ocean deep, Led to a submersible built by Auguste Piccard in 1948. E-X-P-L-O-R-E-R-S! E-X-P-L-O-R-E-R-S! A Russian in space, lead the way, “I want a man on the moon,” America heard President Kennedy say. In 1969 Armstrong, Aldrin, and Collins’ success, Left footprints on the moon’s surface. E-X-P-L-O-R-E-R-S! E-X-P-L-O-R-E-R-S! Where will explorers go today? Unpopulated land on Earth may be the way. Much of space is still a mystery, Open to explorers for discovery! E-X-P-L-O-R-E-R-S! E-X-P-L-O-R-E-R-S! -Angela Kostamo ‘02 42 MARCO POLO I’ve read about a man A well-traveled merchant A well-traveled merchant Who was gone for 24 years Writing a book about his adventures Making discoveries in China Traveling overland in China And finding riches in the Orient I’ve read about a man A well-traveled merchant A well-traveled merchant Whose name was Marco Polo By Patti Jenkins, October, 2002 43 Explorers – Yes, Ma’am Are these Paleo-Americans? Are these Paleo-Americans? How do you know? How do you know? Give me some examples. Give me some examples. Yes, Ma’am Yes, Ma’am They crossed the Bering Land Bridge. They migrated through North & So. America. Bison led the way. They used them in every way. Are these Vikings? Are these Vikings? How do you know? How do you know? Give me some examples. Give me some examples. Yes, Ma’am. Yes, Ma’am. They were mighty warriors. They came from Scandinavian countries. They sailed the high seas. Looking for gold and treasures was the key. Is this Christopher Columbus? Is this Christopher Columbus? How do you know? How do you know? Give me some examples. Give me some examples. Yes, Ma’am. Yes, Ma’am. He sailed for Spain. Riches he would gain. He discovered the New World in 1492. Finding a shortcut to the Indies he could not do. Are you through? Did you tell me true? What did you chant? What did you chant? Yes, Ma’am. Yes, Ma’am. Explorers! Explorers! By Angela Kostamo, October, 2002 44 Juan Rodriguez Cabrillo I’m a Spanish explorer and here to say, I love to explore the world every day. Sometimes I look for passages; sometimes I look for gold. But most of all I love to be adventurous and bold! Expeditions, voyages, discoveries, too, Doing the Exploration Bugaloo! I was chosen by the viceroy in 1542 to sail north. So along the California coast I went forth. In two poor ships I loaded 250 men, African and American slaves were among them. Expeditions, voyages, discoveries, too, Doing the Exploration Bugaloo! It took three months to find San Diego. The wind and ocean currents made my speed slow. We worked long hours and had little to drink or eat. So finding fresh food was a real treat. Expeditions, voyages, discoveries, too, Doing the Exploration Bugaloo! We sailed on, farther north we roamed. But never found the shortcut back home. We turned around and in the big storm we crashed. On Christmas Eve I fell and just couldn’t last. Expeditions, voyages, discoveries, too, Doing the Exploration Bugaloo! 45 By Pat McGuire, October, 2002 Lewis and Clark I’ve read about two American explorers Two brave officers Two brave officers Who explored the Louisiana Territory Purchased by Thomas Jefferson in 1803. Who explored the vast territory Traveled 7,700 miles all the way to the Pacific Ocean Mapped the new territory and wrote down observations of the land I’ve read about two American explorers Two brave officers Two brave officers: Lewis and Clark Who explored so long ago. By Patti Jenkins, October, 2002 46 EXPLORERS Exploration, good as gold, Continues through time, so I’ve been told. Space, land, Earth, sky, and sea, Men and women have explored these. E-X-P-L-O-R-E-R-S! E-X-P-L-O-R-E-R-S! Frenchman Jacques Cousteau searched the ocean deep, With help from Emily Gagnan, invented SCUBA in 1943. Continued wonderings of the ocean deep, Led to a submersible built by Auguste Piccard in 1948. E-X-P-L-O-R-E-R-S! E-X-P-L-O-R-E-R-S! A Russian in space led the way, “I want a man on the moon”, America heard President Kennedy say. In 1969 Armstrong, Aldrin, and Collins’ success, Left footprints on the moon’s surface. E-X-P-L-O-R-E-R-S! E-X-P-L-O-R-E-R-S! 47 Where will explorers go today? Unpopulated land on Earth may be the way. Much of space is still a mystery. Open to explorers for discovery. E-X-P-L-O-R-E-R-S! E-X-P-L-O-R-E-R-S! By Angela Kostamo, October 2002 48 Explorers - Yes, Ma’am Are these Paleo-Americans? Yes, Ma’am Are these Paleo-Americans? Yes, Ma’am How do you know? They crossed the Bering Land Bridge How do you know? They migrated through North & So. America Give me some examples. Bison led the way. Give me some examples They used them in every way. Are these Vikings? Are these Vikings? How do you know? mighty warriors. How do you know? from Scandinavian countries. Give me some examples. the high seas. Give me some examples. gold and treasures was the key. Yes, Ma’am. Yes, Ma’am. They were Is this Christopher Columbus? Is this Christopher Columbus? How do you know? for Spain. Yes, Ma’am. Yes, Ma’am. He sailed They came They sailed Looking for 49 How do you know? would gain. Give me some examples. discovered the New World in 1492. Give me some examples. Riches he He Finding a shortcut to the Indies he could not do. Are you through? Did you tell me true? What did you chant? What did you chant? Yes, Ma’am. Yes, Ma’am. Explorers! Explorers! By Angela Kostamo October, 2002 50 LEWIS AND CLARK I’ve read about two American explorers Two brave officers Two brave officers Who explored the Louisiana Territory Purchased by Thomas Jefferson in 1803 Who explored the vast territory Traveled 7,700 miles all the way to the Pacific Ocean Mapped the new territory and wrote down observations of the land I’ve read about two American explorers Two brave officers Two brave officers: Lewis and Clark Who explored so long ago. By Patti Jenkins October, 2002 51 MARCO POLO I’ve read about a man A well-traveled merchant A well-traveled merchant Who was gone for 24 years Writing a book about his adventures Making discoveries in China Traveling overland in China And finding riches in the Orient. I’ve read about a man A well-traveled merchant A well-traveled merchant Whose name was Marco Polo. By P. Jenkins, 10-02 52 The Vikings The first explorers of North America had come by land from Asia. The next wave of explorers came thousands of years later, from the opposite direction, and by sea. The Vikings were seafaring raiders and traders from Norway and Sweden. In the 800s and 900s they were Europe’s finest seamen. They crossed the stormy North Atlantic, establishing colonies on Iceland, and other islands. In 982 they reached Greenland, the huge island that lies between Canada and Iceland in the far north. In a few sheltered spots on Greenland’s southwestern coast, they founded small settlements. Leif Eriksson was the son of the Viking who had founded the first Greenland settlement. Around 1001 he and thirty-five followers sailed west, looking for lands that other sailors had sighted in the distance. They would be the first Europeans to set foot in North America. “Leif the Lucky,” as some Norse tales call him landed in three places. The first he called Helluland, “land of flat stones.” The second he called Markland, “wooded land.” The third he called Vinland, “wine land.” Most experts agree that it was probably the northern tip of Newfoundland Island. There, in 1961, researchers found the remains of a 900-year-old Viking settlement - perhaps the very same buildings where Leif and his men spent the winter of 1001 before returning to Greenland. The Vikings made a few more visits to Vinland to cut timber, but they failed to start a permanent settlement there, partly because of fights with the local Native Americans. Soon the Viking adventure in North America ended. The next Europeans to arrive would not give up so easily. Exploring the New World by Rebecca Steoff, pages 20-24 53 The Important Big Book About Exploration By P. Jenkins, A. Kostamo, P. McGuire, October 2002 54 The important thing about exploration is that human beings, through need, greed, or curiosity, have always explored and will continue to explore unknown places. But, the important thing about exploration is that human beings, through need, greed, or curiosity, have always explored and will continue to explore unknown places. 55 During the Ice Age, PaleoAmericans migrated on foot eastward across Siberia in search of food. They crossed Asia to North America on an ice bridge called the Bering Land Bridge. They followed herds of mastodons, sabertoothed cats, and big wild cats. This great migration took thousands of years. 56 From the ninth to the eleventh centuries, the Vikings, a group of ruthless, seafaring invaders raided the coasts of Europe in their sleek dragon ships. They reached Iceland in about 850 A.D. and Greenland in about 982 A.D. Leif Ericson reached the North American continent in the year 1001, nearly 500 years before Columbus. 57 In the 13th century a merchant from Venice, Italy, named Marco Polo, traveled overland to China. He went in search of merchandise to trade. He even wrote a book about his adventure called The Description of the World, which ignited Columbus’ curiosity about the New World. 58 Columbus, also driven by the desire for power, riches, and glory, wanted to go to the Orient. He had a bold plan to reach Asia by sailing west. On August 3, 1492, Columbus set sail on three caravels: La Nina, La Pinta, and La Santa Maria. His dream of finding the Indies never came true. Instead, he found the Americas! 59 Spanish explorers sailed to Central America in search of gold and silver. After claiming Mexico for Spain, they went to both North and South America. In 1542 Juan Rodriguez Cabrillo sailed north to San Diego, looking for a water route across North America. He died during the voyage. There was no water route across North America to be found. 60 In the early 1800’s Lewis and Clark explored the Louisiana Purchase. This land was purchased by President Jefferson from the French for $15 million. Lewis and Clark documented the plants, animals, and people they encountered. They made maps of the rivers, mountains, and plains. Sacajawea, a Shoshone woman, helped Lewis and Clark with this great expedition. 61 In 1913, Gertrude Bell, an extraordinary English woman, set out on camel across the Syrian desert. She mapped the desert as she searched for the city of Ha’il. The information she gathered about water wells and Arabic tribes was helpful to soldiers in World War I. 62 In the mid 1900’s, Jacques Cousteau’s and Emile Gagnan’s love and curiosity of the ocean motivated them to invent SCUBA (self-contained underwater breathing apparatus). This allowed them to breathe under water and reach depths of the ocean to see creatures no one had ever seen before. A little later A Swiss scientist, Auguste Piccard, built the first submersible and journeyed two miles under the sea. 63 In 1961 Yuri Gargarin, a Russian cosmonaut, was the first man to complete a voyage into space. This successful space mission led to a race to put a man on the moon. In 1969 American astronauts, Armstrong, Aldrin, and Collins captured the world’s attention by becoming the first humans to set foot on the moon. They left an American flag on the moon as a symbol of their accomplishment. 64 Curiosity, need, and greed continue to motivate new explorers to discover new frontiers. Research into our own brains and bodies to uncover the mysteries of how they work is one area of exploration today. What unknown territory are you going to explore? 65 EXPLORATION 66 TIME LINE 67 60,00012,000 B.C. 68 0 69 200 A. D. 70 400 A. D. 71 600 A. D. 72 800 A. D. 73 1000 A. D. 74 1200 A. D. 75 1400 A. D. 76 1600 A. D. 77 1800 A. D. 78 2000 A. D. 79 2200 A. D. 80 A WORLD OF EXPLORATION Name__________________ 81