![[Image
of Pinta and Santa Maria]](index_files/image001.jpg)
Exploring the Explorers:
A Field Trip to the Time of
Discovery!
Teacher Page
A Web Lesson for 5th Grade (Social Studies)
Designed by
Chuck Forge
forgecw@mukilteo.wednet.edu
This picture taken from http://www1.minn.net/~keithp/index.htm
Standards| Essential Question| Scenario| Task| Resources| Assessment|
You will answer this Essential Question:
Which Voyage of Discovery (1200-1800) would your class, as a whole, most like to have been part of? Why?
“So many voyages, just one trip!” said Professor Acme…
Your class has the opportunity to go on a fantastic field trip. Using a time machine, just invented by the ACME Time Travel Company for this special journey, all of you will be going back in time to be guests on a voyage with a famous explorer from 1200 to the 1800. Working with a partner, you will help your class decide which voyage you all would most like to be part of.
In order for your class to make an informed decision as to which of the many voyages you all could be part of, you will, working with a partner, use the following resources to complete the chart about one specific voyage. You will present your findings to the class in the form of a PowerPoint presentation. Important: your task is not to try to persuade your class that your voyage was the best, but rather provide great information that will help your whole class decide which voyage you all would most have liked to be part of.
Answer as many of the following questions about your voyage as possible:
1. Who was the leader of the voyage? (Teachers: have the Explorers already assigned to student partners.)
2. What country did he sail for?
3. When did he sail?
4. What were some the leader’s characteristics? (example: kind, cruel)
5. What was the purpose of the voyage?
6. What were some significant events that occurred during the voyage?
7. What was the outcome of the voyage?
| John Cabot |
Cabot 1
http://library.thinkquest.org/C004237/english/nond/cabot.html Cabot 2 http://www.italian-american.com/cab1.htm Cabot 3 http://www.heritage.nf.ca/exploration/cabot1497.html Cabot 4 http://www.heritage.nf.ca/exploration/cabot1498.html
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| James Cook |
Cook 1
http://txtx.essortment.com/historyofcapta_ryiu.htm
Cook 2 http://www.jetcity.com/~kirok/cook.shtml Cook 3 http://www.nature.com/nsu/991007/991007-4.html
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| Hernan (Hernando) Cortes |
Cortes 1
http://www.cuca.k12.ca.us/la/students/~cortes.htm
Cortes 2 http://www.newadvent.org/cathen/04397a.htm Cortes 3 http://www.acs.ucalgary.ca/applied_history/tutor/eurvoya/aztec.html Cortes 4 http://www.fordham.edu/halsall/mod/aztecs1.html
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| Francisco Vásquez de Coronado |
Coronado 1
http://www.win.tue.nl/cs/fm/engels/discovery/coronado.html
Coronado 2 http://www.pbs.org/weta/thewest/people/a_c/coronado.htm Coronado 3 http://campus.northpark.edu/history//WebChron/NorthAmerica/Coronado.html
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| Jacques Cartier |
Cartier 1
http://www.win.tue.nl/cs/fm/engels/discovery/cartier.html
Cartier 2 http://collections.ic.gc.ca/stlauren/hist/hi_cartier.htm Cartier 3 http://www.publicbookshelf.com/public_html/Our_Country_Vol_1/jacquesca_cd.html
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| Henry Hudson |
Hudson 1
http://www.ianchadwick.com/hudson/
Hudson 2 http://www.hudsonriver.com/halfmoonpress/stories/hudson.htm Hudson 3 http://www.mariner.org/age/hudson.html
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| Amerigo Vespucci |
Vespucci 1
http://geography.miningco.com/library/weekly/aa050498.htm
Vespucci 2 http://marauder.millersv.edu/~columbus/papers/canaday.html Vexpucci 3 http://marauder.millersv.edu/~columbus/papers/butch-1.html |
For more links, use Columbia’s Explorer links under Social Studies on the Student Resource Web page.
Use these resources to find information that will answer the above questions:
To view our rubric, go to: http://rubistar.4teachers.org/view_rubric.php3?id=314812
Reference # 314812 (in Rubistar)
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Multimedia Project: Exploring Explorers
Teacher name: Columbia 5th. |
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CATEGORY |
4 |
3 |
2 |
1 |
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Content |
Covers topic in-depth with details and examples. Subject knowledge is excellent. |
Includes essential knowledge about the topic. Subject knowledge appears to be good. |
Includes essential information about the topic but there are 1-2 factual errors. |
Content is minimal OR there are several factual errors. |
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Requirements |
All requirements are met and exceeded. |
All requirements are met. |
One requirement was not completely met. |
More than one requirement was not completely met. |
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Organization |
Content is well organized using headings or bulleted lists to group related material. |
Uses headings or bulleted lists to organize, but the overall organization of topics appears flawed. |
Content is logically organized for the most part. |
There was no clear or logical organizational structure, just lots of facts. |
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Mechanics |
No misspellings or grammatical errors. |
Three or fewer misspellings and/or mechanical errors. |
Four misspellings and/or grammatical errors. |
More than 4 errors in spelling or grammar. |
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Sources |
Source information collected for all graphics, facts and quotes. All documented in desired format. |
Source information collected for all graphics, facts and quotes. Most documented in desired format. |
Source information collected for graphics, facts and quotes, but not documented in desired format. |
Very little or no source information was collected. |
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Workload |
The workload is divided and shared equally by all team members. |
The workload is divided and shared fairly by all team members, though workloads may vary from person to person. |
The workload was divided, but one person in the group is viewed as not doing his/her fair share of the work. |
The workload was not divided OR several people in the group are viewed as not doing their fair share of the work. |
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Attractiveness |
Makes excellent use of font, color, graphics, effects, etc. to enhance to presentation. |
Makes good use of font, color, graphics, effects, etc. to enhance to presentation. |
Makes use of font, color, graphics, effects, etc. but occasionally these detract from the presentation content. |
Use of font, color, graphics, effects etc. but these often distract from the presentation content. |
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Date Created: 2002-07-17 |
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Rubric: Go to Rubristar <link to http://rubistar.4teachers.org/>to create a rubric or create your own using Microsoft Word.
Essential Learnings/Standards:
Washington EALRs:
Writing 2 - The student writes in a
variety of forms for different audiences and purposes.
Reading 3 - The student
reads different materials for a variety of purposes.
1) read to learn new information
2) read to perform a task
ISTE Technology Standards:
5. Technology research tools